Obtained by Judicial Watch, Inc. via FOIA
Lesson Number AFSS 0910 Lesson Title: Equal Opportunity and Treatment Incidents
7 July 2011
AFSS 0910 EQUAL OPPORTUNITY AND TREATMENT
INCIDENTS (EOTI)
LESSON PLAN
PARTI
SYNOPSIS
INSTRUCTOR NAME:
INSTRUCTIONAL METHOD: Informal Lecture/Guided Discussion
LESSON EMPHASIS: Knowledge of general principles of an Equal Opportunity and
Treatment Incident; to help students identify equal opportunity and treatment incidents
(EOTIs) that are motivated by race, color, national origin, religion or sex.
STRATEGY: Students will understand all actions required for processing EOTIs.
Through this lesson, students will recall the concepts of identifying, classifying, and
analyzing, clarifying, and reporting EOTIs. As the lesson progresses, emphasis will be
placed on the impact of EOTIs on the human relations climate.
REFERENCES:
1. API 36-2706, Equal Opportunity Program Military and Civilian
STUDENT INSTRUCTIONAL MATERIAL:
1. API 36-2706, Equal Opportunity Program Military and Civilian
2. APSS Student disk containing applicable EOTI materials
AUDIOVISUAL AIDS AND EQUIPMENT: Projection Screen, PowerPoint Slide
Presentation, Computer with appropriate software. Printer.
DEOMI
366 Tuskegee Airman Drive
Patrick AFB,FL. 32925
Obtained by Judicial Watch, Inc. via FOIA
Lesson Number AFSS 0910 Lesson Title: Equal Opportunity and Treatment Incidents
7 July 2011
LEARNING OBJECTIVES: (Cognitive) Given a lecture, students will recall the
concepts of identifying, classifying, analyzing, clarifying, and reporting EOTIs. Given an
informal lecture, students will recall facts relating to Equal Opportunity and Treatment
Incidents, with no less than 70% accuracy on a multiple choice test.
TOPICS
*Level of
Learning
MtLASLKJi
TIME
INTRODUCTION
5Min
MP-I: EOTI
DEFINITIONS/ELEMENTS
(STS: 24.1,24.2,24.3)
K
CRT
25Min
MP-II: EOTI
CLARIFICATION PROCESS
(STS: 24.4.1, 24.4.2, 24.4.3, 24.4.4,
24.4.5, 24.4.6)
K
CRT
20Min
MP-III: CLOSING THE EOTI
(STS: 24.4.7)
K
CRT
5Min
CONCLUSION
5Min
TOTAL TIME:
1 Hr
Breaks are subject to change and flow with classroom dynamics.
Level of Learning = Knowledge (K); Comprehension (C); Application (A)
2
Obtained by Judicial Watch, Inc. via FOIA
Lesson Number AFSS 0910 Lesson Title: Equal Opportunity and Treatment Incidents
7 July 2011
AFSS 0910 EQUAL OPPORTUNITY AND TREATMENT
INCIDENTS
LESSON PLAN
PART II
LESSON DEVELOPMENT
INTRODUCTION
ATTENTION: (Slide #1)
MOTIVATION:
OVERVIEW: (Slide #2)
TRANSITION:
3
Obtained by Judicial Watch, Inc. via FOIA
Lesson Number AFSS 0910
7 July 2011
Lesson Title: Equal Opportunity and Treatment Incidents
BODY
MP-I EOTI
DEFINITION/ELEMENTS
LEVEL: K
MEAS: CRT
TIME:
25 Min
INSTRUCTIONAL GUIDANCE:
(Slide #3)
A. Definition:
EOTIs are distinctly different than unlawful discrimination or sexual harassment
complaints and therefore have different processing procedures.
Instructor Note: Stress that for a complaint, there must be an actual complainant
providing allegation(s) the EG office will clarify to determine "guilt" i.e.
substantiate/unsubstantiated. In 99% of cases, an EOTI will not have a complainant. The
EO office is only determining if the incident violates EO policy.
An EOTI is an overt, adverse act, occurring on or off base, directed toward an individual,
group or institution which is motivated by, or has overtones based on race, color, national
origin, religion or sex which has the potential to have a negative impact on the
installation human relations climate. An EOTI may include subjects other than military
members, retirees, or family members.
a. Incidents motivated by race, color, national origin, religion or sex are those in
which the race, color, national origin, religion, or sex of those involved is
perceived to have been a primary factor in its occurrence.
b. Incidents with overtones occur when race, color, national origin, religion or
sex of those involved is perceived to have been a contributing factor in the
occurrence or severity of the incident.
Incidents may include, but are not limited to, the following elements:
a. The use of a slur(s) based on race, color, national origin, religion or sex
(resulting in a physical/verbal altercation)
b. Vandalism/degrading graffiti
c. Hate group activity
d. Use and/or posting of discriminatory epithets, signs or symbols.
e. Sex offenses and other crimes are not EOTIs merely because the
individuals are of different sexes, races, etc. The EO office must not
report sexual offenses, to include sexual assaults, indecent exposure,
obscene telephone calls, rape, child abuse, molestation or incest, as
EOTIs. The EO office will immediately report sexual offenses and other
(SHde #4)
B. Elements:
4
Obtained by Judicial Watch, Inc. via FOIA
Lesson Number AFSS 0910 Lesson Title: Equal Opportunity and Treatment Incidents
7 July 2011
alleged crimes to Security Forces (SF) or Office of Special Investigations
(OS I) for investigation and reporting through their respective systems.
(Slide #5)
EXAMPLE:
EOTI-Yes or No?
During trick or treating in base housing a Dependent Black male and a TSgt Black male
were allegedly speeding. A SSgt White male yelled from his lawn for the men to "slow
down." The Dependent and TSgt left base housing and returned at a later time and made
contact with the SSgt. The TSgt and SSgt began to discuss the previous situation at
which time the dependent Black male reached over the TSgt and punched the SSgt in the
face. The dependent Black male was apprehended by the SF personnel and transported to
the law enforcement desk and cited.
QUESTION: What makes this an EOTI? Nothing. This would be considered an assault
but there is no racial motivation based on the scenario.
QUESTION: What if the dependent Black male called the SSgt a disparaging term
before hitting him? This may have then been classified as an EOTI as it would be race
related i.e. overtones.
(Slide #6-8)
C. EOTI Classifications
EOTIs are classified as either a minor, serious or major incident based on the following
criteria:
a. Minor - incidents include any of the following: Less than 10 active
participants, assault, an act resulting in minor physical injury requiring no
medical inpatient treatment or property damages of less than $1,000.
b. Serious - incidents include any of the following: 10 to 20 active participants,
assault, an act resulting in physical injuries requiring medical inpatient
treatment of less than 5 days or property damages of $1,000 to $10,000.
c. Major - incidents include any of the following: more than 20 active
participants; an act that results in a death; arson; property damages in excess
of $10,000; an act resulting in physical injuries requiring medical inpatient
treatment for more than 5 days; or the activities of groups supporting
supremacist causes, advocating unlawful discrimination, or otherwise
advocating the use or threat of force or violence to deprive individuals of their
civil rights when such activities constitute an immediate danger to the loyalty,
good order and discipline or morale of Air Force personnel.
The EO office will use the most severe qualifying factor to determine the classification of
an incident.
5
Obtained by Judicial Watch, Inc. via FOIA
Lesson Number AFSS 0910
7 July 2011
Lesson Title: Equal Opportunity and Treatment Incidents
(Slide #9)
QUESTION: What if an incident occurs involving three active participants and resulted
in death? The EOTI would be classified as major due to the death.
QUESTION: What if a local group of the KKK conducts a peaceful rally at the county
court house? This would be classified as minor because there is no immediate danger to
the loyalty, good order and discipline or morale of Air Force personnel. If the KKK
group did the rally outside the front gate of the base, then it could be considered a major
incident.
QUESTION: What if two participants were caught vandalizing a base park with racist
graffiti causing $1500 in damages? This would be classified as a serious incident due to
the amount of property damages.
(Slide #10)
EXAMPLE 1:
On-base privatized housing - a TSgt awakens to find the word "Nigger" spray painted on
his garage door. The TSgt also noticed damage to his vehicle where the perpetrator
attempted to ignite a flare in the vehicle floor board. The cost of repairs was
approximately $1000 for the garage door and vehicle. There was no other information
provided.
This would be classified as a minor EOTI.
EXAMPLE 2:
Dining Facility - A Black AlC and a White AlC get into verbal argument in the DFAC.
When they form up outside to return to class, the verbal altercation continues. The Black
AlC states, "You are such a Cracker, I hate your guts." The White AlC then punched
the Black AlC in the face causing a small laceration under is right eye. There was no
overnight stay required at the MDG.
This would be classified as a minor EOTI.
Transition:
INSTRUCTIONAL GUIDANCE: Ensure that students understand the importance of
advising the commander on classifying the EOTI and how the Command Post utilizes the
OPREP-3 message.
(Slide #11)
A. EOTI Notification
MP-II EOTI CLARIFICAITON
PROCESS
LEVEL: K
MEAS: CRT
TIME:
20 Min
6
Obtained by Judicial Watch, Inc. via FOIA
Lesson Number AFSS 0910 Lesson Title: Equal Opportunity and Treatment Incidents
7 July 2011
a. Review of Security Forces Blotters, which is often your main source of EOTI
data.
b. SFS Phone Notification
c. OSI
d. Hospital
e. Review of Services/Club Logs
f . Command Post
g. Notification from unit
h. Individual
i. Local News/PA
(Slide #12)
B. Review Incident Details
a. Determine the type and motivation/overtones of the incident.
b. Determine classification and advise the Installation Commander of the
recommended classification. The IC must concur on EOTI classification.
(Slide #13)
C. Prepare and Release EOTI Messages
At a minimum, three messages are required (initial, follow-up, and final), and must be
classified as minor, serious, or major.
a. Initial Reporting:
1. Minor and Serious Incidents. The EO office will report all minor and
serious incidents to the MAJCOM Assistant for EO with information
copies to HQ USAF/AIQ and HQ AFPC/EO within 72 hours after
notification. The EO office must forward follow-up notifications every
30 calendar-days until final action is taken.
2. Major Incidents. Report incidents categorized as major through the
Event/Incident Reports (OPREP-3), RCS: HAF-XOO (AR) 7118. In
addition to the OPREP-3 Report, the EO office will report incidents
categorized as major by priority message to MAJCOM Assistants for
EO within 24 hours of notification. The EO office must forward
information copies to HQ USAF/AIQ and HQ AFPC/EO.
Instructor Note: When the EO office cannot make an exact determination, they will
report those incidents as "possible" incidents. Except for instances that involve physical
injury, arson or death, the EO office may use some latitude in the classification of an
incident. The commander's judgment regarding the overall significance of the incident
may influence the classification.
b. Follow-up and Final Messages:
1. Send follow-up and final notifications to the MAJCOM Assistant for
EO, HQ USAF/AIQ and HQ AFPC/EO every 30 calendar-days until
final action is taken. The final notification will include all information
previously reported in the initial notification, along with any new
information gathered.
7
Obtained by Judicial Watch, Inc. via FOIA
Lesson Number AFSS 0910 Lesson Title: Equal Opportunity and Treatment Incidents
7 July 2011
Instructor Note: Currently EO uses e-mail to report/transmit the EOTI message to
higher headquarters.
Instructor Note: Sample Message Format on the AF EO CoP.
(Slide #15)
D. Clarification Process
a. Identify and interview potential witnesses. The interview process will follow
the same general instructions/patterns as those conducted during a Formal
Complaint.
b. Utilize SFS or off -base law enforcement reports/investigations.
c. Coordinate with other agencies as needed.
d. Determine facts and causes.
e. Analyze evidence.
f. Assess the impact on the installation/community.
Although EO is not determining a preponderance of evidence when processing an EOTI,
evidence is still "weighted" during the EOTI process.
(Slide #16)
g. Write EOTI clarification report - sample report is located on AF EO CoP.
Determine classification and impact on HR climate. Ensure clarification
report includes corrective action, if any.
h. Coordinate clarification report with legal for sufficiency review.
i. Send clarification report and legal review to installation/center CC for final
approval of classification of the EOTI.
Transition;
MP-m CLOSING THE EOTI
LEVEL: K
MEAS: CRT
TIME:
5Min
INSTRUCTIONAL GUIDANCE:
(Slide #17)
A. Final message
Send final message to MAJCOM EO Strategic Advisor, AFPC/EO, and AF/AIQ.
B. Complete EONet
Annotate EOTI in EONet. Ensure case synopsis is detailed and specific.
C. Complete case folder
Ensure all documentation is placed in case file.
8
Obtained by Judicial Watch, Inc. via FOIA
Lesson Number AFSS 0910 Lesson Title: Equal Opportunity and Treatment Incidents
7 July 2011
CONCLUSION
Summary: (Slide #18)
Re-motivation:
Closure:
9
Obtained by Judicial Watch, Inc. via FOIA
Lesson Number AFSS 0910 Lesson Title: Equal Opportunity and Treatment Incidents
7 July 2011
EQUAL OPPORTUNITY AND TREATMENT INCIDENT
LESSON PLAN
PART III
EVALUATION
1. Test Items (sub-located)
2. Attachment 2 (curriculum change)
3. Annual Review Checklist
10
Obtained by Judicial Watch, Inc. via FOIA
Lesson Number AFSS 0910 Lesson Title: Equal Opportunity and Treatment Incidents
7 July 2011
EQUAL OPPORTUNITY AND TREATMENT INCIDENT
LESSON PLAN
PART IV
RELATED MATERIALS
1. Handouts
2. Homework
3. Reading Assignments
4. Supporting Documents
5. Instructional Aids (Slides, PowerPoint, video, etc.)
6. Class Text
7. Copyright letters and Copyright Matrix
11
Obtained by Judicial Watch, Inc. via FOIA
Lesson Number AFSS 0910 Lesson Title: Equal Opportunity and Treatment Incidents
7 July 2011
EOTI Initial Message Example
FROM: //AFNWC Kirtland AFB NM/EO//
TO: //HQ AFMC Wright Patterson AFB OH/AIKQ//
//HQ AFPC Randolph AFB TX/EO//
//HQ USAF Washington DC/AIQ//
SUBJECT: Initial Message - Minor Equal Opportunity and Treatment Incident KV-10-
01
1 . Date of Incident: 2 Mar 10
2. Time of Incident: 2325
3. Location of Incident: Enlisted Club
4. Dissident of Hate Group Activity: Unknown at this time
5. Individuals Involved:
Subject/Status
Grade
Race
His/Lat
Sex
Unit
A. Subjl/Mil
AlC
Black
No
M
377
FSS
B. Subj2/Mil
AlC
White
No
M
377
LRS
C. Subj3/Mil
SrA
Black
No
M
377
LRS
6. Narrative: On 3 Mar 10, the EO office was notified by SFS personnel of an altercation
that occurred at the base enhsted club on 2 Mar 10. According to witness statements,
Subjl and Subj2 were playing a game of pool when they got into a verbal argument.
According to Subjl, Subj2 called him a "Black Thug" that needed to go back to the
ghetto. Subjl then hit Subj2 in the face causing a small laceration on his cheek. During
the altercation, one chair was broken as the two members were fighting. SubjS was
subsequently able to separate the members before SFS members arrived on the scene.
Both members were taken into custody and later released to their respective First
Sergeants.
7. Primary Cause: Use of disparaging terms
8. Secondary Cause: Alcohol
9. Primary Reaction: Assault
12
Obtained by Judicial Watch, Inc. via FOIA
Lesson Number AFSS 0910 Lesson Title: Equal Opportunity and Treatment Incidents
7 July 2011
10. Secondary Reaction: None known at this time
11. Property Damage: Broken chair valued at $55
12. Medical Treatment: Subj2 required three stitches in his left cheek
13. Adverse Media Coverage: None anticipated
14. Corrective Action Against Offenders: Pending
15. Indicate Whether or Not This Was An Isolated Incident: Appears to be an isolated
incident at this time.
16. Measure(s) Used to Address Impact of The Incident on Individual(s) and/or Human
Relations Climate: Not known at this time
17. Lessons Learned: N/A
18. Closing: The EO office is currently conducting a clarification. Please contact
AFNWC/EO at DSN 246-5439 if there are any questions on the matter.
13
M
Equal Opportunity and
Treatment Incidents (EOTI)
LESSON 0910
Overview
EOTI Definition/Elements
EOTI Clarification Process
Closing the EOTI
EOTIs are distinctly different than unlawful
discrimination or sexual harassment complaints and
therefore have different processing procedures
- An EOTI is an overt, adverse act, occurring on or off
base
" Directed toward an individual, group of institution
which is motivated by, or has overtones based on race,
color, national origin, religion or sex
- May include subjects other than military members,
retirees, or family members
Elements of an EOT/
Incidents may include, but are not limited to:
■ The use of slurs based on race, color, national origin,
religion or sex (resulting in a physical/verbal altercation)
■ Vandalism/degrading graffiti
■ Hate group activity
■ Use or posting of discriminatory epithets, signs, symbols
NOTE: Sex offenses and other crimes are not EOTIs merely
because the individuals are of different, sexes, races, etc.
EO Tl - Yes or No ?
During trick or treating in base housing a family member
Black male and TSgt Black male were allegedly
speeding. A SSgt White male yelled from his lawn for
the men to "slow down." The family member and TSgt
left base housing and returned at a later time and made
contact with the SSgt. The TSgt and SSgt began to
discuss the previous situation at which time the
dependent Black male reached over the TSgt and
punched the SSgt in the face. The family member Black
male was apprehended by SF personnel and transported
to the law enforcement desk and cited.
What makes this an EOT/ 7
ibtained by Judicial Watch, Inc. via FOIA
EOT I Classification
EOTIs are classified as either, minor, serious or major based on
the following:
-MINOR:
• Less than 10 active participants
• Assault
• Minor physical injury requiring no medical inpatient treatment
• Property damages of less than $1 ,000
ibtained by Judicial Watch, Inc. via FOIA
EOT I Classification
- SERIOUS
• 10 to 20 active participants
• Assault
• Physical injury requiring medical inpatient treatment less than
5 days
• Property damages between $1,000 to $ 10,000
Obtained by Judicial Watch, Inc. via FOIA
EOT I Classification
More than 20 active participants
Acts that result in a death
Arson
Physical injury requiring medical inpatient treatment more than
5 days
Property damages exceeding $ 10,000
Supremacist group activity when activities constitute
i mpi^ ate danger to loyalty, good order/discipline or morale
ibtained by Judicial Watch, Inc. via FOIA
EOT I Classification
The EO office will use the most severe qualifying factor to
determine the classification of the incident
-What if an incident occurs involving three active participants
and results in a death?
- What if a local group of the KKK conducts a peaceful rally at
the county court house?
"What if two participants were caught vandalizing a base park
with racist graffiti causing $1500 in damages?
EOTI - Yes or No?
On base privatized housing - A TSgt awal^ens to find the word
"Nigger" spray painted on his garage door. The TSgt also
noticed damage to his vehicle where the perpetrator attempted
to ignite a flare in the vehicle floor board. The cost of repairs
was $1000. No other information known.
Dining facility - a Black male A1C and White male A1C get into a
verbal altercation while forming up to return to class. The Black
A1C states, "You are such a Cracker, I hate your guts." The
White A1C then punched the Black A1C in the face causing a
small laceration under his right eye. No overnight stay required
in MDG. ^
EOT I Clarification Process
Possible ways of receiving EOTIs:
> Review of SF Blotters - Often the main source of EOTI data
>SFS Phone Notification
>OSI
> Hospital (Emergency Room/Clinic)
> Review of Services/Club Logs
> Command Post
>Unit
> Individual
> Local news/PA
EOT I Clarification Process
Review Incident Details:
> Determine type of motivation/overtones
> Determine classification
> Advise installation/center CC/(director)
EOT I Clarification Process
Title 10, prepare and release EOT! message. At a
minimum, three messages are required (initial/follow-
up/final)
■ Initial message:
• Minor and serious must be reported w/in 72 hours
• IVIajors - reported through CP using OPREP-3 w/in 24
hours
■ Follow-up/Final messages due every 30 days until
i^ff^action is Xoken
EOT I Clarification Process
■ Title 1 0 messages sent to MAJCOM EO Strategic
Advisor, AFPC/EO & AF/A1Q
■ When exact determination can't be made, report
incident as "Possible"
EOT I Clarification Process
■ Identify and interview potential witnesses
■ Utilize SFS or off base law enforcement
reports/investigations
■ Coordinate with other agencies as needed
■ Determine facts and causes
■ Analyze the evidence
■ Assess the impact on installation/community
EOT I Clarification Process
■ Title 10, write EOTI clarification report; Title 32,
Memorandum for Record
• Ensure report includes corrective action, if any
■ Coordinate clarification report/memorandum with Legal Office
for sufficiency review
■ Send report/memorandum and legal review to
installation/center CC for final approval
lOugh EO is not determining a preponderance of evidence when
ling an EOTI, evidence is "weighted" during the process
CI 0 sin gtheEO Tl
■ Title 1 0, final message sent to MAJCOM EO Strategic
Advisor, AFPC/EO & AF/A1 Q
■ Title 10, annotate EOTI in EONet
■ Ensure case synopsis is detailed. BE SPECIFIC!
■ Title 32, brief Wing Commander on final outcome; Wing CC &
EO Director will determine whether or not to elevate to NGB
■ Complete case folder
■ All documentation in case file
Summary
EOTI Definition/Elements
EOTI Clarification Process
Closing the EOTI
DEOMI
366 Tuskegee Airmen Dr.
Patrick AFB, FL 32925
Obtained by Judicial Watch, Inc. via FOIA
EOAC STUDENT GUIDE
January 2013
EOAC - 3150
EXTREMISM
FOR TRAINING PURPOSES ONLY
DO NOT USE ON THE JOB
EOAC Student Guide
Obtained by Judicial Watch, Inc. via FOIA
Extremism
January 2013
LESSON EMPHASIS
This lesson will focus on awareness and current issues requiring the attention of future Equal
Opportunity Advisors. It will also provide information that describes sources of extremism
information, definitions, recruitment of DoD personnel, common themes in extremist ideologies,
common characteristics of extremist organizations, DoD policies, and command functions
regarding extremist activities.
RECOMMENDED READING
Seven Stage Hate Model, FBI Law Enforcement Bulletin March
OPTIONAL READING
Secretary of the Army's Task Force on Extremist Activities Reports
Threat of Extremist Groups in The Military
Timothy McVeigh
WSCA Map of Hate Groups
The following references are additional sources for current extremism information:
• Anti-Defamation League - www.adl.org
• Center for the Study of Hate and Extremism - www.hatemonitor.csusb.edu
• Know Gangs - www.knowgangs.com
• Political Research Associates - www.publiceye.org
• Southern Poverty Law Center - www.splcenter.org
• Teaching Tolerance - www.tolerance.org
REFERENCES
1. The American heritage dictionary of the English language (4th ed.). (2006). Boston:
Houghton Mifflin Company.
2. Atkins, S. E. (2002). Encyclopedia of modem American extremists and extremist groups.
Westport, CT: Greenwood Press.
3. George, J., & Wilcox, L. (1992). Nazis, communists^ Klansmen, and others on the fringe:
Political extremism in America. Buffalo, NY: Prometheus Books.
4. Halle, L. J. (1972). The ideological imagination, Chicago, IL: Quadrangle Books.
5. Hate group numbers up by 54% since 2000. (Feb. 2009). Southern Poverty Law Center.
Retrieved from http://www.splcenter.org/news/item.jsp?aid=366#
6. Hate on display: A visual database of extremist symbols, logos, and tattoos, (n.d.). Retrieved
from http://www.adl.org/hate_symbols/default.asp
7. MuUoy, D. J. (2004). American extremism: History, politics and the militia movement. New
York, NY: Routledge.
8. U.S. Department of Defense. (2009). Guidelines for handling dissident and protest activities
among members of the Armed Forces (DoD Directive 1325.6). Retrieved from http://handle
.dtic.mi1/100.2/ADA320448
EOAC Student Guide
Obtained by Judicial Watch, Inc. via FOIA
Extremism
January 2013
LESSON SYLLABUS
Sample Behaviors
Level of
.Learning
Performance
Measure ^
A. Define key terms associated with extremism
K
CRT
B. Identify the seven stages of hate
K
CRT
C. Recognize the traits associated with extremism
K
CRT
D. Recognize extremist ideologies
K
CRT
E. Recognize extremist organizations' recruiting motives toward
DoD personnel
K
CRT
F. Describe strategies to combat extremism in the mihtary
K
CRT
K = Knowledge C = Comprehension A = Application CRT = Criterion Referenced Test
W = Written Assignment SGE = Small Group Experience PE = Presentation Evaluation
EOAC Student Guide
Obtained by Judicial Watch, Inc. via FOIA
Extremism
January 2013
STUDENT GUIDE
INTRODUCTION
As an EGA, it is important to understand and recognize extremism. While extremist groups may
seek to join the military and to recruit mihtary members to their causes, military members must
reject participation in organizations that promote supremacist causes. Knowing about extremist
groups will help an EGA combat extremism in the military.
The following topics will be covered in this lesson:
• Definition of the key terms associated with extremism.
• Identification of the seven stages of hate.
• Describe how to recognize traits associated with extremism.
• Describe extremist ideologies.
• State extremist organizations' recruiting motives toward DoD personnel.
• Description of strategies to combat extremism in the military.
A. Definitions
1. Introduction
• All nations have an ideology, something in which they believe. When a political
ideology falls outside the norms of a society, it is known as extremism. When
extremists take their ideology to the next level and believe that it is the only right
ideology to follow, it becomes supremism.
2. Ideology - A set of political beliefs about the nature of people and society; an organized
collection of ideas about the best and most appropriate way to live.
3. Extremism - A term used to describe the actions or ideologies of individuals or groups
who take a political idea to its limits, regardless of unfortunate repercussions, and show
intolerance toward all views other than their own.
4. Extremist - A person who advocates the use of force or violence; advocates supremacist
causes based on race, ethnicity, religion, gender, or national origin; or otherwise engages
to illegally deprive individuals or groups of their civil rights.
5. Supremism - The belief that a particular race, religion, gender, species, belief system, or
culture is superior to others and entitles those who identify with it to dominate, control, or
rule those who do not. A person who believes that a certain group is or should be
supreme is a supremacist.
EOAC Student Guide
Obtained by Judicial Watch, Inc. via FOIA
Extremism
January 2013
6 . Prohibited Activities
a. Individuals who hold extremist views are in conflict with the standards expected of
all military members, and participation in extremism is inconsistent with the duties of
military service.
b. According to DoD Directive 1325.6, military members are prohibited from any of the
following activities:
• Participating in organizations that espouse supremacist causes.
• Attempting to create illegal discrimination based on race, creed, color, sex,
religion, or national origin.
• Advocating the use of force or violence.
• Engaging in efforts to deprive individuals of their civil rights.
c. Active participation in any of the activities listed below with regard to extremist
organizations is incompatible with military service and is, therefore, prohibited.
This includes:
• Publicly demonstrating or rallying.
• Fundraising.
• Recruiting and training members.
• Organizing or leading such organizations.
d. Furthering the objectives of extremist organizations is viewed as detrimental to the
good order, discipline, or mission accomplishment of the unit and is, therefore,
subject to appropriate disciplinary action. As an EOA, you should assist the unit
commanders in being vigilant about the existence of such activities.
e. While these activities are prohibited by members of the military, there are no such
prohibitions on the general public. EOAs should become familiar with the various
groups and organizations that are outside of the gate.
B. Stages of Hate
1. Introduction
• As shown so far, the extremist groups are closely related to hate groups.
Understanding the stages of how hate groups develop can help you, as an EOA, watch
for the behaviors that may indicate a hate or extremist group within the military.
2. Hate Stages
a. Schaffer and Navarro have identified seven stages that hate groups go through. If
unimpeded, haters will pass through these seven successive stages without skipping a
stage.
EOAC Student Guide
Obtained by Judicial Watch, Inc. via FOIA
Extremism
January 2013
b. In the first four stages, haters vocahze their behefs. In the last three stages, haters act
on their behefs. As an EOA, being able to assess the stage of hate a person expresses
can help you determine the best intervention strategy required to deter the
development from continuing.
3. Stage 1: Grouping - Irrational haters seldom hate alone. They feel compelled, almost
driven, to entreat others to hate as they do. Peer validation bolsters a sense of self-worth
and, at the same time, prevents introspection, which reveals personal insecurities.
Further, individuals who are otherwise ineffective become empowered when they join
groups, which also provide anonymity and diminished accountability.
4. Stage 2: Defining - Hate groups form identities through symbols, rituals, and
mythologies, which enhance the members' status and, at the same time, degrade the
object of their hate. For example, skinhead groups may adopt the swastika, the iron
cross, the Confederate flag, and other supremacist symbols. Group-specific symbols or
clothing often differentiate hate groups. Group rituals, such as hand signals and secret
greetings, further fortify members. Hate groups, especially skinhead groups, usually
incorporate some form of self-sacrifice, which allows haters to willingly jeopardize their
well-being for the greater good of the cause. Giving one's life to a cause provides the
ultimate sense of value and worth to life. Skinheads often see themselves as soldiers in a
race war.
5. Stage 3: Disparaging - Hate is the glue that binds haters to one another and to a
common cause. By verbally debasing the object of their hate, haters enhance their self-
image, as well as their group status. In skinhead groups, racist song lyrics and hate
literature provide an environment where hate flourishes. In fact, researchers have found
that the life span of aggressive impulses increases with ideation. In other words, the
more often a person thinks about aggression, the greater the chance for aggressive
behavior to occur. Thus, after constant verbal denigration, haters progress to the next,
more openly hostile and bitter, stage.
6. Stage 4: Taunting - Hate, by its nature, changes incrementally. Time cools the fire of
hate, thus forcing the hater to look inward. To avoid introspection, haters use ever-
increasing degrees of rhetoric and violence to maintain high levels of agitation. Taunts
and offensive gestures serve this purpose. In this stage, skinheads typically shout racial
slurs from moving cars or from afar. Nazi salutes and other hand signals often
accompany racial epithets. Racist graffiti also begins to appear in areas where skinheads
loiter. Most skinhead groups claim turf proximate to the neighborhoods in which they
live. One study indicated that a majority of hate crimes occur when the hate target
migrates through the hate group's turf.
7. Stage 5: Attacking without weapons - This stage is critical because it differentiates
vocally abusive haters from physically abusive ones. In this stage, hate groups become
more aggressive, prowling their turf seeking vulnerable targets. Violence coalesces hate
groups and further isolates them from mainstream society. Skinheads, almost without
exception, attack in groups and target single victims. Research by the Southern Poverty
EOAC Student Guide
Obtained by Judicial Watch, Inc. via FOIA
Extremism
January 2013
Law Center, the FBI, and the Anti-Defamation League has shown that bias crimes are
twice as hkely to cause injury and four times as likely to result in hospitalization as
compared to non-bias crimes. In addition to physical violence, the element of thrill
seeking is introduced in Stage 5. The adrenaline high intoxicates the attackers. The
initial adrenaline surge lasts for several minutes; however, the effects of adrenaline keep
the body in a state of heightened alert for up to several days. Each successive anger-
provoking thought or action builds on residual adrenaline and triggers a more violent
response than the one that originally initiated the sequence. Anger builds on anger. The
adrenaline high combined with hate becomes a deadly combination. Hardcore skinheads
keep themselves at a level where the slightest provocation triggers aggression.
8. Stage 6: Attacking with weapons - Some attackers use firearms to commit hate crimes,
but skinheads prefer weapons such as broken bottles, baseball bats, blunt objects,
screwdrivers, and belt buckles. These types of weapons require the attacker to be close to
the victim, which further demonstrates the depth of personal anger. Attackers can
discharge firearms at a distance, thus precluding personal contact. Close-in onslaughts
require the assailants to see their victim eye-to-eye and to become bloodied during the
assault. Hands-on violence allows skinheads to express their hate in a way a gun cannot.
Personal contact empowers and fulfills a deep-seated need to have dominance over
others.
9. Stage 7: Destroying - The ultimate goal of haters is to destroy the object of their hate.
Mastery over life and death imbues the hater with godlike power and omnipotence,
which, in turn, facilitate further acts of violence. With this power comes a great sense of
self-worth and value, the very qualities haters lack. However, in reality, hate physically
and psychologically destroys both the hater and the hated.
Hate Groups and Hate Symbols
1. Introduction
• While many extremist groups advocate violence, some extremists avoid violence at
all costs. So, one cannot say that the terms extremist and hate is synonymous.
However, while not all extremist groups are hate groups, all hate groups are extremist
groups.
• According to the Southern Poverty Law Center (SPLC), there were 932 hate groups
active in the United States in 2009. Many of these groups follow the same ideologies,
but do not necessarily work together or cooperate with each other. Extremists tend to
be confrontational, so fights within a group are not uncommon. After an argument,
dissidents may form another competing group or organization, or join a different one.
• As an EOA, it is impossible for you to be knowledgeable about each and every group.
You can, however, familiarize yourself with the common extremist beliefs. Here are
a few of these groups.
EOAC Student Guide
Obtained by Judicial Watch, Inc. via FOIA
Extremism
January 2013
NOTE: The descriptions that follow are provided by the Southern Poverty Law Center and are
given as generalizations only and may not apply to every group.
2. Neo-Confederate - Primarily celebrate Southern culture and the Civil War; some
factions embrace racist attitudes toward Blacks, and some favor White separatism. The
neo-Confederate movement includes a number of organizations that generally share the
goals of preserving Confederate monuments, honoring the Confederate battle flag, and
lauding what is judged to be Southern culture. Many have close ties to the White
supremacist League of the South (LOS).
3. Black Separatist - Typically oppose integration and racial intermarriage; want separate
institutions or even a separate nation for Blacks. Most forms of Black separatism are
strongly anti- White and anti-Semitic, and a number of religious versions assert that
Blacks are the Biblical "chosen people" of God. Other groups espousing the same beliefs
would be considered racist. The same criteria should be applied to all groups, regardless
of color.
4. Ku Klux Klan - Primarily against Black Americans, its members have also attacked
Jews, immigrants, and Catholics. It typically sees itself as a Christian organization
fighting for civil rights for Whites and is historically violent as a vigilante group. With
its long history of violence, the KKK is the most infamous and oldest of American hate
groups.
5. Neo-Nazi - Share a hatred for Jews and a love for Adolf Hitler and Nazi Germany; also
hate other minorities and homosexuals; believe in Christian White supremacy. While its
roots are in Europe, the links with American neo-Nazi groups are strong and growing
stronger.
a. Racist Skinheads - Typically form a violent element of the White supremacist
movement and have often been referred to as the "shock troops" of the hoped-for
revolution. The classic skinhead look is a shaved head, black Doc Martens boots,
jeans with suspenders, and an array of typically racist tattoos. A prominent racist
skinhead term is "14/88." The 14 stands for the "14 words" slogan coined by David
Lane, who is serving a 190-year sentence for his part in the assassination of a Jewish
talk show host: "We must secure the existence of our people and a future for White
children." The 88 means "Heil Hitler," as H is the eighth letter of the alphabet.
6. White Nationalists - Espouse White supremacist or White separatist ideologies, they
often focus on the alleged inferiority of non- Whites. Groups listed in a variety of other
categories (e.g., Ku Klux Klan, neo-Confederate, neo-Nazi, racist skinhead, etc.) could
also be fairly described as White nationalists.
7. Hate Symbols
a. As an EOA, it is important that you are knowledgeable of and alert to the symbols,
logos, and tattoos that extremist groups use to identify themselves and their group
EOAC Student Guide
Obtained by Judicial Watch, Inc. via FOIA
Extremism
January 2013
affiliation. Being aware of these symbols and what they mean can assist you in
combating extremism in the military.
b. While some people may use or display extremist symbols in ignorance, extremists use
these symbols to display a sense of power and belonging. Symbols are also a quick
way of identifying others who share their beliefs.
c. Additional information about hate groups and extremist symbols can be found in your
student guide and on the Internet. The Anti-Defamation League (ADL) maintains a
database of hate group symbols. As an EOA, you should familiarize yourself with the
symbols of hate; learn to recognize the symbols and what they mean so you are better
prepared to support the military standards of conduct and eliminate extremism in the
military.
C. Extremists Traits
1. What type of person belongs to an extremist group or follows an extremist ideology?
The terms extremism or extremist are almost always applied by others to a group rather
than by a group labeling itself. People within an extremist group will deny that they
practice or advocate violence; instead they would more likely call themselves political
radicals.
2. According to George and Wilcox, there are a number of specific traits or behaviors that
tend to represent the extremist style. As a caution, we are all fallible human beings, and
some of us may resort to these behaviors from time to time without bad intentions. With
extremists, these lapses are not occasional; rather, they are habitual and a strongly
established part of an extremist's character.
a. Character assassination
Extremists often attack the character of an opponent rather than deal with the facts or
issues raised. They will question motives, qualifications, past associations, alleged
values, personality, looks, and mental health as a diversion from the issues under
consideration.
b. Name calling and labeling
Extremists are quick to resort to taunts (e.g., pervert, racist, and crackpot) to label and
condemn opponents and to divert others from listening to their arguments.
c. Irresponsive sweeping generalizations
Extremists tend to make sweeping claims or judgments with little to no evidence,
often confusing similarity with sameness. That is, they assume that because two or
more things are alike in some respects that they are alike in all respects.
d. Inadequate proof behind assertions
Extremists tend to be very fuzzy about what constitutes proof for their assertions and
tend to get caught up in logical fallacies where they assume that a prior event explains
EOAC Student Guide
Obtained by Judicial Watch, Inc. via FOIA
Extremism
January 2013
a subsequent occurrence simply because of their before-and-after relationship. They
tend to project wished-for conclusions and exaggerate the significance of information
that confirms their prejudices and discredit or ignore information that contradicts
them.
e. Tendency to view opponents and critics as essentially evil
Extremists feel that their opponents hold differing views because they are bad,
immoral, dishonest, hateful, cruel, prejudiced, etc. and not merely because they
simply disagree, see matters differently, or are mistaken.
f . Dualism worldview
Extremists tend to see the world in terms of absolute good and evil, for them or
against them, with no middle ground or intermediate position. All issues are
ultimately moral issues of right and wrong, good or bad, with the right and good
positions coinciding with their interests. Their slogan is often "Those who are not
with me are against me."
g. Tendency to argue by intimidation
Extremists tend to frame their arguments in such a way as to intimidate others into
accepting their premises and conclusions. To disagree with them is to ally oneself
with the devil or to give aid and comfort to the enemy. They tend to be very
judgmental and moralizing, allowing them to define the parameters of the debate by
keeping their opponents on the defensive.
h. Use of slogans, buzzwords, and thought-stopping cliches
For many extremists, shortcuts in thinking and in reasoning matters out seem
necessary to avoid troublesome facts and compelling counterarguments. Simple
slogans substitute for more complex abstractions.
i. Assumption of moral superiority over others
The most obvious assumptions are claims of racial or ethnic superiority — a master
race. Less obvious are claims of ennoblement because of alleged victimhood, a
special relationship with God, or membership in a special or elite class and a kind of
aloof high-minded snobbishness that accrues because of the weightiness of their
preoccupations, their altruism, and their willingness to sacrifice themselves (and
others) to their cause.
j . Doomsday thinking
Extremists often predict dire or catastrophic consequences from a situation or from a
failure to follow a specific course, and they tend to exhibit a kind of crisis-
mindedness. It can be a Communist takeover, a Nazi revival, nuclear war,
earthquakes, floods, or the wrath of God. Whatever it is, it is just around the corner
unless we follow their program and listen to their special insight and wisdom, to
which only the truly enlightened have access. For extremists, any setback or defeat is
the beginning of the end.
EOAC Student Guide
Obtained by Judicial Watch, Inc. via FOIA
Extremism
January 2013
k. Belief that it's okay to do bad things in the service of a "good" cause
Extremists may deliberately lie or otherwise distort, misquote, slander, defame, or
libel their opponents and/or critics; engage in censorship or repression; or undertake
violence in special cases. This is done with little or no remorse as long as it is in the
service of defeating the Communists, Fascists, or whomever. Defeating an enemy
becomes an all-encompassing goal to which other values are subordinate. With
extremists, the end justifies the means.
1. Tendency to personalize hostility
Extremists often wish for the personal bad fortune of their enemies and celebrate
when it occurs. When a critic or an adversary dies or has a serious illness, a bad
accident, or personal legal problems, extremists often rejoice and chortle about how
he or she deserved it. For example, right-wing extremists celebrated the assassination
of Martin Luther King, Jr., and leftists agonized because George Wallace survived an
assassination attempt. In each instance, their hatred was not only directed against
ideas, but also against individual human beings.
m. Emphasis on emotional responses, less so on reasoning and logical analysis
Extremists have an unspoken reverence for propaganda, which they may call
education or consciousness-raising. Symbolism plays an exaggerated role in their
thinking, and they tend to think imprecisely and metaphorically. Effective extremists
tend to be effective propagandists. Propaganda differs from education in that the
former teaches one what to think, and the latter teaches one how to think clearly.
n. Hypersensitivity and vigilance
Extremists perceive hostile innuendo in even casual and innocuous comments,
imagine rejection and antagonism concealed in honest disagreement and dissent, and
see latent subversion, anti-Semitism, perversion, racism, disloyalty, and so on in
innocent gestures and ambiguous behaviors. Although few extremists are actually
clinically paranoid, many of them adopt a paranoid style with its attendant projective
mechanisms, hostility, and distrust.
o. Use of supernatural rationales for beliefs and actions
Some extremists, particularly those involved in cults and religious movements, claim
some kind of supernatural rationale for their beliefs and actions; their movement or
cause, they believe, is ordained or looked upon favorably by God.
p. Advocacy of double standards
Extremists generally tend to judge themselves or their interest group in terms of their
intentions, which they tend to view generously, and their critics and opponents by
their acts, which they tend to view very critically. They would like you to accept
their assertions on faith, but they demand proof for yours.
EOAC Student Guide
Obtained by Judicial Watch, Inc. via FOIA
Extremism
January 2013
D. Extremist Ideologies
1. Introduction
• As noted, an ideology is a set of political beliefs about the nature of people and
society. People who are committed to an ideology seek not only to persuade but to
recruit others to their belief. In U.S. history, there are many examples of extremist
ideologies and movements. The colonists who sought to free themselves from British
rule and the Confederate states who sought to secede from the Northern states are just
two examples.
• While not all ideologists are violent in nature, it is characteristic of ideology to be
action-oriented and to regard action in terms of a military analogy. How often have
you heard words such as struggle, resist, march, victory, and overcome when reading
about or talking to ideologists about their beliefs?
2. Ideologies
a. Nationalism - The policy of asserting that the interests of one's own nation are
separate from the interests of other nations or the common interest of all nations.
Many nationalist groups take it a step further and believe that their national culture
and interests are superior to any other national group.
b. Supremacy - The belief that one's race or ethnicity is superior to all others and
should dominate society. Supremacy, as with racial supremacies in general, has
frequently resulted in anti-Black and anti-Semitic violence.
c. Separatism - Setting oneself or others apart based on culture, ethnicity, race, or
religion.
d. Anarchism - A political ideology that considers the state to be unnecessary, harmful,
or undesirable. National anarchists appeal to youths in part by avoiding the trappings
of skinhead culture — light jackets, shaved heads, and combat boots — in favor of
hooded sweatshirts and bandanas. They act the part of stereotypical anarchists as
envisioned by most Americans outside of far-left circles: black-clad protesters
wreaking havoc at political conventions and anti-globalization rallies.
e. Religion - Extremist ideology based on intolerance toward other religions. Anti-
Semitism is a prime example of this ideology.
f. Eco-Warriors - Environmental activist's who take action to fight against the
exploitation of the environment and/or animals. An eco- warrior can be someone non-
confrontational, such as a tree-sitter, or someone who engages in direct action.
EOAC Student Guide
Obtained by Judicial Watch, Inc. via FOIA
Extremism
January 2013
3. Historical events
a. Jewish Holocaust - In 1933, after years of struggle and repeatedly blaming Jews for
Germany's defeat in World War I, Adolf Hitler and his Nazi followers came to
power. The genocide of European Jews and others by the Nazis during World War II
is one of the most radical examples of extremism. Concentration camps were built to
house the Jews, who were incarcerated and forced into labor. Eventually,
extermination camps were built for the sole purpose of killing the Jews, usually in gas
chambers, although some were killed in mass shootings and by other means. The
bodies were burned in crematoria and the ashes buried or scattered. Over 6 million
Jews were killed in the Holocaust. This reign of anti-Semitism finally crashed with
the suicide death of Adolf Hitler; 22 surviving top Nazis were charged with crimes
against humanity. The extremist ideologies of supremacy, nationalism, and religion
apply to this event.
b. Cambodia Genocide - In April of 1975, Pol Pot, once leader of the Cambodian
Communist Party, effectively seized control of Cambodia by marching into Phnom
Penh. Once in power, Pol Pot expelled all foreigners and began a systematic effort to
purify the country. Millions of Cambodians were forced to work in the fields, where
they began dying from overwork, malnutrition, and disease. Individuals accused of
treason, along with their families, were brought to S-21, a prison where they were
photographed, tortured until they confessed, and executed. Of the 14,200 people
imprisoned at S-21, only 7 are known to have survived. After Phnom Penh was
liberated by the Vietnamese Army in 1979, S-21 was converted to the Tuol Sleng
Museum of Genocide. The extremist ideologies of supremacy, separatism, and
nationalism apply to this event.
c. Sudan Holocaust - Since 1983, the Northern fundamentalist Muslim government of
Khartoum, the capital of Sudan, has been waging war against the mostly Christian
South. The northern government has been killing, displacing, and enslaving the
African Christians. Over 1.9 million civilians have died, and over 4 million have
been forced to flee their homes. The victims are Christians, moderate Muslims, and
African traditionalists who refuse to accept the Sudan government's policies of Arab
control and conformity to Islamic rules and laws. The extremist ideologies of
supremacy, nationalism, and religion apply to this event.
d. Oklahoma City Bombing - On April 19, 1995, a massive truck bomb exploded
outside the Alfred P. Murrah Federal Building in Oklahoma City, killing 168 people,
including 19 children, and injuring over 500 others. Timothy McVeigh was
convicted for this crime, putting a spotlight on a militia movement seeking to retaliate
against the U.S. government for its handling of the Seventh-Day Adventist cult near
Waco, Texas. The extremist ideology of anarchism applies to this event.
EOAC Student Guide
Obtained by Judicial Watch, Inc. via FOIA
Extremism
January 2013
e. Tokyo Subway Gas Attacks - On March 20, 1995, the group Aum Shinrikyo
(Supreme Truth) attacked Tokyo's subways with sarin gas, kiUing 12 and injuring
more than 5,000. This attack has the distinction of being the world's first mass-scale
chemical terrorist attack.
f. 9-11 - On September 11, 2001, a series of coordinated attacks on America by al-
Qaeda followers who hijacked planes and crashed them into the Twin Towers of the
World Trade Center and the Pentagon left 2,974 people dead. A fourth plane destined
for Washington D.C. was taken over by passengers and crew members who willingly
sacrificed their lives in order to divert the attack.
E. Recruiting Motives
1. Introduction
• The standard hate message has not changed, but it has been packaged differently.
Modem extremist groups run the gamut from the politically astute and subtle to the
openly violent.
• Nowadays, instead of dressing in sheets or publicly espousing hate messages, many
extremists will talk of individual liberties, states' rights, and how to make the world a
better place.
2. Recruiting Motives
a. Military personnel, public officials, and law enforcement officers are actively sought
by extremist groups. Extremist leaders seek to recruit members with military
experience to exploit their:
• Discipline.
• Knowledge of firearms and explosives.
• Tactical skills.
• Access to weapons and intelligence.
b. In addition, members of extremist groups like the neo-Nazis are joining the military,
not to serve their country, but to receive training — specifically with regards to
discipline and tactical skills — and to learn how to better defend themselves and their
ideals.
c. Young extremists are encouraged by leaders to enlist in the military to gain access to
weapons, training, and other military personnel. Some extremist groups even provide
advice to their members on how to respond to questions from military recruiters.
d. Military members are trained to be proficient with weapons, combat tactics, and
explosives, to train others in their use, and to operate in a highly disciplined culture
that is focused on the organized violence of war. This is why military extremists
EOAC Student Guide
Obtained by Judicial Watch, Inc. via FOIA
Extremism
January 2013
present an elevated threat to public safety. Even the nonviolent activities of military
personnel with extremist tendencies (e.g., possessing literature, researching
information via computer) can have detrimental consequences for the good order,
discipline, readiness, and cohesion of military units.
F. Strategies to Combat Extremism
1. Introduction
• It is the responsibility of each and every military member to help combat extremism
in the military.
• Each member should examine how his or her action or inaction can affect mission
accomplishment. Just the presence of a member with extremist views can have an
adverse impact on the performance of a unit. Other members who oppose or disagree
with the extremist views may say or do nothing because they fear damaging the unit's
cohesiveness.
• Extremists' views divide the unit into opposing factions, and the team concept
required for mission accomplishment is lost.
2. Strategies
a. Extremism is prohibited in the military in accordance with DoDD 1325.6. Combating
extremism in the military begins with the individual. Each person should:
• Examine personal viewpoints in light of military values and loyalty.
• Reject affiliation with any extremist organizations.
• Decline the distribution or circulation of extremist literature.
• Encourage others to avoid extremist affiliations and views.
• Report indicators of extremism to the appropriate command.
b. As an EOA, you should be vigilant to the signs of extremism by paying attention to:
• Surreptitious meetings.
• Off-duty clothing (e.g., skinhead dress, extremist tattoos).
• Music selections and reading materials.
• Extremist graffiti or symbols in personal and common areas.
c. In addition, you should assist the unit command to:
• Educate and counsel unit members on the incompatibility of military service with
extremist views.
• Be aware of unit members' beliefs.
• Be alert for indicators of extremist ties, views, or behaviors.
EOAC Student Guide
Obtained by Judicial Watch, Inc. via FOIA
Extremism
January 2013
• Include questions on extremism in climate assessments.
• Enforce policy on participation in extremist group activities.
• Advise unit members of the consequences for participation in extremist activities.
• Monitor information available on extremists groups, activities, and philosophies.
SUMMARY
As an EOA, it is important to understand and recognize extremism. While extremist groups may
seek to join the military and to recruit military members to their causes, military members must
reject participation in organizations that promote supremacist causes. Knowing about extremist
groups will help you combat extremism in the military.
This lesson was designed to increase the student's understanding of extremist groups and
organizations, enhancing their knowledge, thus preparing them as EGAs to deal with extremist
identification and issues.
The following topics were covered in this lesson:
• Definition of the key terms associated with extremism.
• Identification of the seven stages of hate.
• How to recognize traits associated with extremism.
• Describe extremist ideologies.
• State extremist organizations' recruiting motives toward DoD personnel.
• Description of strategies to combat extremism in the military.
END OF LESSON
Obtained by Judicial Watch, Inc. via FOIA
EOAC Student Guide Extremism
January 2013
STUDENT NOTES
Obtained by Judicial Watch, Inc. via FOIA
EOAC Student Guide Extremism
January 2013
Practice Test Questions Inserted Here
EQUAL OPPORTUNITY
HUMAN RELATIONS EDUCATION
FIRST DUTY STATION TRAINING
EEO Statutes and EO
Policy Guidance
I
Protects individuals who have a physical or
mental impairment that substantially limits
one or more major life activities.
• Job application procedures
• Hiring
• Advancement
• Discharge of employees
• Compensation
1^ • Workers' compensation
• Job Assignments
• Job training
Genetic Info^Hiation-pNondisclosure
Act of 2008 (GINA)
Prohibits discrimination on the basis of genetic information.
• Hiring
• Advancement
• Discharge of employees
• Job Assignments
• Job training
Promote an environment free from personal,
social, or institutional barriers that prevent
Service members from rising to the highest
level of responsibility possible. Service
members shall be evaluated only on
individual merit, fitness, and capability.
Unlawful discrimination against persons or
groups based on race, color, religion,
national origin, or sex, is contrary to good
order and discipline and is counterproductive
to combat readiness and mission
accomplishment. Unlawful discrimination
shall not be condoned. (DODD 1350.2)
It is against Air Force policy for any
Airman, military or civilian, to
unlawfully discriminate against,
harass, intimidate or threaten another
Airman on the basis of race, color,
religion, sex, national origin, (or in
the case of civilian employees) age,
disability, reprisal, or genetic
information. (AFI 36-2706)
Obtained by Judicial Watcli, Inc. via FOIA
M No Fear Act
Federal agencies will be held accountable
for violations of anti-discrimination and
whistleblower protection laws.
(Public Law 107-174)
Military personnel must not actively
advocate supremacist doctrine, ideology, or
causes.
(DODD 1325.6)
Active participation that the commander
finds to be detrimental to good order,
discipline, or mission accomplishment is
incompatible with military service and
prohibited.
(AFI 51-903)
Diversity in the Air Force is broadly defined:
as a composite of individual characteristics,!
experiences, and abilities consistent with ^
the Air_Forr,e Core Valiiesjind JJie-^irJinxej
Unlawful Discrimination
Sexual Harassment
Unlawful
Discrimination
Any unlawful action or employment
practice that denies equal opportunity
to persons or groups based on their
race, color, religion, national origin,
sex, in addition to age, disability, or
genetic information for DoD civilian
employees.
A conventional, formulaic, oversimplified
opinion, conception, or belief. Five
Are either over-ger
nplifications =
Are not supported by reasonable ev
"l-e driven by motives such as: fear
tionalization, and prejudice
ave an adverse impact on our
ardless of whether the implicati
e or n
Ex^mple:^ of Unlawful
Discrimination
One person treated unfairly/ unequally than
another based upon a protected category
• Any group of people (cliques) belonging to
same ethnicity excluding/ ostracizing other
groups based upon a protected category
• System where a policy denies an individual or
group a right or opportunity based upon a
protected category
• Use of disparaging terms based upon a
protected category
• It is DOD Policy that requests for
accommodation of religious practices should
be approved by commanders when
accommodation will not have an adverse impact
on military readiness, unit cohesion, standards,
or discipline. (DODD 1300.17)
• Civilians: Federal law requires an agency to
accommodate an employee's exercise of their
religion unless such accommodation would
impose an undue hardship on the conduct of
the agency's operations. (Title VII)
A form of sex discrimination that involves unwelcome
sexual advances, requests for sexual favors, and other
verbal or physical conduct of a sexual nature when . . .
Submission to such conduct is made either explicitly or implicitly a
term or condition of a persons job pay or career (quid pro quo)
Submission to or rejection of such conduct by a person is used as a
basis for a career or employment decisions affecting that person
(quid pro quo)
Such conduct has the purpose or effect of unreasonably interfering
with an individuals work performance or creates an intimidating,
hostile, or offensive work environment
OhtainpH h\/ .liiHip.ial \A/atp.h Inp. via FOIA
Sexual
clothinfif, body,'W'sexual
Staring or leer
Displayi
jaaterial ^^^^^^^^^^^^^^
Sexually oriented entertainment
Sexually sugg estiy.e g
Standing _
^er son's boi
_ oucning a p
Hugging, kissing, patting, stro
B'ouching, pinchingTTJumpin
mm
Jmpact <
Sexual Harassment
•Decreased self-esteem and self-confidence
• Difficulties with trust
• Medical problems
• Lowered productivity
• Impaired relationships between co-workers
Unit cohesiveness suffers
• Lack of communication
Informal: Complainant chooses avenue for resolution
• Resolve the complaint on his/her own
H • Chain of Command
H • Request intervention from a co-worker
H • Use the Alternate Dispute Resolution (ADR)
Formal: EO Office conducts clarification
• Interview witnesses/ alleged offender
• Gather data through records/ reports
• Preponderance of evidence standard
• Staff through JA
**Must file complaint within 60 days of the
alleged behavior
Must contact an EO Specialist with 45
calendar days from the alleged incident.
Informal: EO conducts limited fact finding
inquiry
• Attempts to resolve complaint based
Ion remedies
• ADR
Formal: Investigated by Investigative
Resolution Division (IRD)
• AF Civilian Appellate Review Office
(AFCARO) determines whether or not
discrimination has occurred
Obtained by Judicial Watcli, Inc. via FOIA
Main Point 4 of 4
Roles and Responsibilities
• Set positive example on/ off duty
• Confront inappropriate behavior
• Clarify perception vs. fact
Use chain of command
• Notify within specified timelines
EQUAL OPPORTUNITY
HUMAN RELATIONS EDUCATION
FIRST DUTY STATION TRAINING
Obtained by Judicial Watch, Inc. via FOIA
LESSON PLAN
PARTI
SYNOPSIS
First Duty Station Human Relations Training
Version: 15 Apr 11
Obtained by Judicial Watch, Inc. via FOIA
Note: Instructor will personalize, but will not delete content of the master lesson plan
INSTRUCTOR NAME:
EO DIRECTOR APPROVAL: DATE:
INSTRUCTIONAL METHOD:
Informal Lecture: 2.5 hours
LESSON EMPHASIS: This course will heighten students' understanding and awareness of
how positive human relations involvement is imperative to mission effectiveness. The lesson
provides the foundation of the EO program through the discussion of DOD and AF EO policies.
This lesson introduces the concepts of unlawful discrimination and sexual harassment and the
impact inappropriate behaviors can have on the human relations climate. This lesson provides
the basic framework for Airmen and DOD civilians to overcome the impact of negative human
relations by becoming knowledgeable of the EO complaint processes, their roles and
responsibility in promoting a positive human relations climate.
STRATEGY: This lesson uses a building-block approach and serves as a foundation for a series
of lessons on policies, unlawful discrimination, sexual harassment, complaint processes, and
roles and responsibilities. The first lesson defines key concepts and terms, such as Title VII,
GINA, DOD policy. Air Force, No Fear Act and AF Diversity Initiatives, through an AF
approved video. The video will provide historical background on the evolution of the EO
program and will serve as an introduction to unlawful discrimination and sexual harassment.
The second lesson uses scenario based training to identify the protected categories for military
and civilian personnel and forms of unlawful discrimination and sexual harassment. The third
lesson outlines avenues to address concerns of unlawful discrimination and sexual harassment
through discussion of the informal and formal complaint processes. The final lesson introduces
the students to the requirements and expectations to address EO related matters through outlining
roles and responsibilities within their span of control.
REQUIRED READING: None
REFERENCES:
1. AFPD 36-27, Equal Opportunity (EO) , 22 May 09
2. AFI 36-2706, Equal Opportunity Program Military and Civihan , 5 Oct 10
3. AFI 51-903, Dissident and Protest Activities , 1 Feb 98
4. DODD 1350.2, Department of Defense Military Equal Opportunity Program , 21 Nov 03
5. DODD 1440.1, Department of Defense Civilian Equal Employment Opportunity (EEO)
Program , 21 Nov 03
6. DODI 1325.6, Handling Dissident and Protest Activities Among Members of the Armed
Forces , 27 Nov 09
7. AF/MAJCOM/Installation Policy Letters
8. 29 CFR PART 1614, Federal Sector Equal Employment Opportunity
9. Air Force Diversity Statement (Letter), SecAF, 27 Mar 2008
10. EEOC Management Directive, MD 110
Obtained by Judicial Watch, Inc. via FOIA
STUDENT INSTRUCTIONAL MATERIAL:
EO Program Guide, Pen, Pencil, scenarios (Attachment 1), and Critique (Attachment 2)
AUDIOVISUAL AIDS AND EQUIPMENT:
Projection Screen, PowerPoint Slide Presentation, Computer, DVDA^CR
LESSON SYLLABUS:
Cognitive Lesson Objective: Given a lecture and activities, students will recognize that
awareness of and involvement in positive human relations and diversity initiatives are essential
to mission effectiveness.
Cognitive Samples of Behavior
LEVEL
MEASURE
Time
Introduction
5Min
MP I. Recognize EEO Statutes, DOD, AF, and
Local EO/Diversity policies
K
Q
10 Min
MP II. Identify and recognize the forms of
unlawful discrimination and sexual harassment
K
Q
30Min
Break
10 Min
MP II cont. Identify and recognize the forms of
unlawful discrimination and sexual harassment
K
Q
40 Min
Break
10 Min
MP ni. Recall EO complaint processes
K
Q
20 Min
MP rV. Define and discuss roles and
responsibilities
K
Q
20 Min
Conclusion
5 Min
Total Time
2.5 Hours
Breaks are subject to change and flow with classroom dynamics.
Levels of Learning
K — Knowledge
Student Measurement
Critique, guided discussion/questioning, scenario training
Obtained by Judicial Watch, Inc. via FOIA
LESSON PLAN
Part II
Lesson Development
INTRODUCTION
(Instructor Developed)
ATTENTION:
MOTIVATION:
OVERVIEW:
TRANSITION:
BODY
MP I: EEO STATUTES AND EO
LEVEL: K
MEAS: Q
TIME: 10 Min
POLICY GUIDANCE
Instructor Note: Show video or view /discuss slides if no AV equipment available
A. Title VII of the Civil Rights Act of 1964
Express the following; Title VII of the Civil Rights Act of 1964: Prohibits employment
discrimination based on race, color, religion, sex, national origin, and reprisal. (EEOC)
B. Age Discrimination in Employment Act of 1967 (ADEA)
Express the following; ADEA protects individuals who are 40 years of age or older from
employment discrimination based on age. It is unlawful to discriminate against a person because
of his/her age with respect to any term, condition, or privilege of employment, including hiring,
firing, promotion, layoff, compensation, benefits, job assignments, and training. (EEOC)
C. The Americans with Disabilities Act of 1990 (ADA)
Express the following; ADA protects individuals who have a physical or mental impairment
that substantially limits one or more major life activities. This applies to job application
procedures, hiring, advancement and discharge of employees, workers' compensation, job
training, and other terms, conditions, and privileges of employment.
Obtained by Judicial Watch, Inc. via FOIA
D. Genetic Information Nondisclosure Act of 2008 (GINA)
Express the following; GINA prohibits discrimination on the basis of genetic information. It
creates a separate form of unlawful discrimination distinct from disability discrimination under the
Rehabilitation Act.
E. DOD Policy and Air Force Policy
Express the following; DOD Policy: Promote an environment free from personal, social, or
institutional barriers that prevent Service members from rising to the highest level of
responsibility possible. Service members shall be evaluated only on individual merit, fitness, and
capability. Unlawful discrimination against persons or groups based on race, color, religion, sex,
or national origin is contrary to good order and discipline and is counterproductive to combat
readiness and mission accomplishment. Unlawful discrimination shall not be condoned. (DODD
1350.2)
Express the following; AF Policy: It is against Air Force policy for any Airman, military or
civilian, to unlawfully discriminate against, harass, intimidate or threaten another Airman on the
basis of race, color, religion, sex, national origin, (or in the case of civilian employees) age,
disability, reprisal, or genetic information. (API 36-2706)
F. Local Policy
Instructor Note: Discuss Local Policy (ies)
G. Notification and Federal Employee Anti-discrimination and Retaliation
Act of 2002 (No Fear)
Express the following; Requires that Federal agencies be accountable for violations of
antidiscrimination and whistleblower protection laws and post quarterly data on its public web
site relating to Federal sector equal employment opportunity complaints filed. (Public Law 107-
174)
H. Dissident and Protest Activities
Express the following: DOD policy: Military personnel must not actively advocate supremacist
doctrine, ideology, or causes, including those that advance, encourage, or advocate illegal
discrimination based on race, color, religion, national origin or sex or that advance, encourage, or
advocate the use of force, violence, or criminal activity or otherwise advance efforts to deprive
individuals of their civil rights. (DODI 1325.6)
Express the following: AF policy: Active participation, such as publicly demonstrating or rallying,
fund raising, recruiting and training members, organizing or leading such organizations, or otherwise
engaging in activities in relation to such organizations or in furtherance of the objectives of such
organization that the commander concerned finds to be detrimental to good order, discipline, or mission
accomplishment, is incompatible with military service and prohibited. (API 51-903)
I. Diversity
Express the following; Diversity in the Air Force is broadly defined as a composite of
individual characteristics, experiences, and abilities consistent with the Air Force Core Values
and the Air Force Mission. Air Force Diversity includes, but is not limited to, personal life
experiences, geographic background, socioeconomic background, cultural knowledge.
Obtained by Judicial Watch, Inc. via FOIA
educational background, work background, language abilities, physical abilities,
philosophical/spiritual perspectives, age, race, ethnicity and gender. (Former Secretary Michael
Wynne)
TRANSITION:
MP II: UNLAWFUL
LEVEL: K
MEAS: Q
TIME: 90 Min
DISCRIMINATION/SEXUAL
HARASSMENT
Instructor Note: Instructors MUST utilize a minimum of two scenarios and/or role play
exercises during MP II (See attachment 1 for examples). One MUST be an example of
unlawful discrimination and the other MUST be an example of sexual harassment.
A. Unlawful Discrimination
Express the following; Unlawful discrimination (Military): Any unlawful action that denies
equal opportunity to persons or groups based on their race, color, religion, national origin, or sex.
(AFI 36-2706)
Express the following; Discrimination (Civilian): An unlawful employment practice that
occurs when an employer fails or refuses to hire or promote, discharges, or otherwise
discriminates against any individual with respect to compensation, terms, conditions, or
privileges of employment because of race, color, religion, sex, national origin, age, reprisal,
physical or mental disability, or genetic information. (AFI 36-2706)
B. Behaviors That Can Lead to Discrimination
1. Prejudice: An adverse opinion or judgment formed beforehand or without full
knowledge or complete examination of the facts (Webster's). Origins of prejudice
include:
a) Parents/family
b) Friends/peers
c) Media
d) Life experiences
2. Stereotyping: A conventional, formulaic, oversimplified opinion, conception, or belief
(Webster's). Five basic characteristics of stereotypes:
a) Are fixed, rigid ideas .
b) Are either over- generalizations or over-simplifications .
c) Are not supported by reasonable evidence .
d) Are driven by motives such as: fear, rationalization, and prejudice.
e) Have an adverse impact on our behavior regardless of whether the implications are
positive or negative.
Obtained by Judicial Watch, Inc. via FOIA
C. Examples of Unlawful Discrimination
Express the following: Examples of discrimination include:
a) One person is treated unfairly/unequally in comparison to another based upon a
protected category.
b) Any group of people (cliques) belonging to the same ethnicity excluding/ostracizing
other groups based upon a protected category.
c) System where a policy denies an individual or group a right or opportunity based
upon a protected category.
d) The use of disparaging terms with respect to a person's race, color, religion, sex,
national origin, age, disability, or genetic information (API 36-2706).
Express the following: All of the examples listed contributes to a hostile work environment and
must not be tolerated.
D. Religious Accommodation
Express the following: It is DOD policy that requests for accommodation of religious practices
should be approved by commanders when accommodation will not have an adverse impact on
military readiness, unit cohesion, standards, or discipline. (DODD 1300.17)
Civilians: Federal law requires an agency to accommodate employees' exercise of their religion
unless such accommodation would impose an undue hardship on the conduct of the agency's
operations. (Title VII)
Express the following: Committed to upholding the safeguards of Title VII, DOD and civilian
policies promote work environments free from unlawful discrimination based on religion.
Accommodation of a member's religious practices cannot be guaranteed at all times but must at
times yield to matters of military necessity. Determination of necessity rests with the
commanding officer.
Determinations regarding religious accommodation requests must be made based on reason,
policy, doctrine, and law, not religious prejudice or ignorance of religious diversity within the
DOD.
Instructor Note: Give examples of religious accommodation vs. religious discrimination i.e.
Worship and holidaySy Medical treatment ( waivers of immunization^ waivers ofDNA
samples )y drugs in sacramental usage , religious apparel; dress and appearance as forms of
religious expression
E. Sexual Harassment
Express the following: According to the Equal Employment Opportunity Commission (EEOC)
and Department of Defense Directive (DODD) 1350.2, sexual harassment is defined as a form of
sex discrimination that involves unwelcome sexual advances, requests for sexual favors, and
other verbal or physical conduct of a sexual nature when...
Obtained by Judicial Watch, Inc. via FOIA
1. Submission to such conduct is made either exphcitly or imphcitly a term or
condition of an individual's employment, or (quid pro quo)
2. Submission to or rejection of such conduct by an individual is used as a basis for
career or employment decisions affecting such individual, or (quid pro quo)
3. Such conduct has the purpose or effect of unreasonably interfering with an
individual's work performance or creates an intimidating, hostile, or offensive work
environment (hostile environment).
Hostile environment claims generally require establishing or showing a pattern of offensive
behavior, while in Quid Pro Quo, a single advance may constitute harassment if it is linked to
granting or denial of employment benefits. (EEOC)
Work environment is the workplace or any other place that is work connected, as well as the
conditions or atmosphere under which people are required to work. For military members
"workplace^^ is an expansive term and may include conduct on or off duty, 24 hours a day.
(DODD 1350.2)
Express the following: Behaviors that may constitute sexual harassment fall into three
categories: verbal, non-verbal, and physical. Keep in mind everyone has their own feelings and
interpretations of what are acceptable and unacceptable behaviors.
Instructor Note: Identify behaviors ofverbaly non-verbal^ and physical sexual harassment.
Instructor can create their own examples or use examples provided below.
F. Examples of Sexual Harassment Behaviors
1. Verbal
a) Making sexual comments about a person's clothing, body, or sexual activities
b) Asking questions about a person's sexual life, fantasies, preferences or history
c) Whistling or making catcalls at someone
d) Spreading rumors about someone's sexual activities
2. Non-Verbal
a) Paying unwanted attention to someone by staring at their body, following, or
blocking a person's path
b) Displaying sexually suggestive visuals (centerfolds, calendars, cartoons, etc)
c) Sexually oriented entertainment in organizations, base facilities, or officially
sanctioned functions
d) Sexually suggestive gestures with hands or through body movement (blowing
kisses, licking lips, winking, grabbing crotch, lowering pants, raising skirts, etc.)
Obtained by Judicial Watch, Inc. via FOIA
3. Physical
a) Standing close to or brushing against a person
b) Touching a person's clothing, hair, or body
c) Hugging, kissing, patting, or stroking
d) Touching, pinching, bumping, or cornering
Express the following: These behaviors may offend "third parties," even though they may not
be directly engaged in the discussion.
Express the following: There is a fine line between sexual harassment and sexual assault. You
already know the definition of sexual harassment, here is the definition of sexual assault. Sexual
assault is intentional sexual contact, characterized by use of force, physical threat^ or abuse of
authority or when the victim does not or cannot consent. The mention of this definition is to
quickly show the difference between harassment and assault. If you have other questions about
sexual assault, please contact the local Sexual Assault Response Coordinator (SARC).
G. Impact of Unlawful Discrimination and Sexual Harassment
Express the following: Unlawful discrimination and sexual harassment results in a progressive
negative impact on the organization as a whole. If left unresolved, unlawful discrimination and
sexual harassment effects start with the victim, continue through the work center, and eventually
consume the entire organization. Examples include:
1 . Decrease self-esteem and self-confidence
2. Difficulties with trust
3 . Lowered productivity
4. Impaired relationships between co-workers
5. Decreased productivity due to the loss of the job skill knowledge of the victim
6. Job related errors due to increased workload
TRANSITION:
MP III: EO COMPLAINTS LEVEL: K MEAS: Q TIME:20Min
A. Military Complaints
Express the following: Members are encouraged to use the chain of command to identify and
correct unlawful discriminatory practices. This includes processing and resolving complaints of
unlawful discrimination and sexual harassment. The chain of command is responsible for
Obtained by Judicial Watch, Inc. via FOIA
creating an environment free from unlawful discrimination and sexual harassment. Two options
are available:
1. Informal: The individual may resolve the complaint on his/her own, request
intervention from a co-worker, use the chain of command, or use the Alternate
Dispute Resolution (ADR). ADR (Facilitation) may be used to facilitate
communications between the disputants and may lead to the early resolution of
informal cases.
2. Formal: Complaint is filed and addressed by the EO office. The complainant has 60
days from the time the alleged behavior occurred to file a formal complaint. The
complainant must provide extenuating circumstances if they exceed this timeframe.
The EO office conducts a complaint clarification to determine whether a formal EO
complaint is supported by a preponderance of the credible evidence. The complaint
clarification process includes interviewing or taking statements from persons
(complainant, witnesses, and alleged offender) who may have information relevant to
the complaint and gathering data from records or reports. ADR (Facilitation) may
used to facilitate communications between the disputants and may lead to the early
resolution of formal cases.
B. Civilian Complaints
Express the following: DoD civilians must contact an EO Specialist within 45 calendar days
from the alleged incident or when they became aware of the discrimination. (29 CFR 1614.105)
This allows the EO Specialist to try and resolve the complaint at the lowest possible level.
1. Informal: EO attempts to resolve complaint at the lowest level. The EO Specialist is a
neutral party and is not an advocate to the complainant or to management. Attempts
resolution, to include the use of ADR, based on complainant remedies. The EO
Counselor has 30 days to complete the informal process unless the complainant
extends the time.
2. If the EO Specialist cannot resolve the complaint at the informal stage, the
complainant (aggrieved) has the right to file a formal complaint. The complaint must
be filed in writing within 15 calendar days of the Notice of Right to File.
3. The complaint will be investigated by Investigative Resolution Division (IRD). The
IRD investigates Equal Employment Opportunity (EEO) discrimination complaints
for Department of Defense (DoD) agencies. They are conducted at the request of the
agency after an EEO complaint has been accepted for investigation by the agency.
The Air Force Civilian Appellate Review Office (AFCARO) will make a
determination of whether or not discrimination has occurred if the complainant has
not requested a hearing. The formal EEO complaint process up to this point can take
up 180 days. Both the agency and the complainant have appeal rights on the decision
and ultimately the complainant can file in U.S. District Court.
Instructor Note: Provide local complaint trend data.
TRANSITION:
Obtained by Judicial Watch, Inc. via FOIA
MP IV: ROLES AND
LEVEL: K
MEAS:
TIME: 20 Min
RESPONSIBILITES
Instructor Note: Briefly explain how roles and responsibilities are applicable to everyone to
ensuring a positive human relations climate.
A. Confront the behavior
B. Set a positive example on/off duty
C. Use the chain of command
D. Clarify perceptions versus fact
E. Notify within specified timelines
TRANSITION:
CONCLUSION
SUMMARY:
RE-MOTIVATION:
CLOSURE:
Obtained by Judicial Watch, Inc. via FOIA
LESSON PLAN
PART III
EVALUATION
1. Guided Discussion
2. Questioning
3. Scenario Based Training
4. Critique
Obtained by Judicial Watch, Inc. via FOIA
LESSON PLAN
PART IV
RELATED MATERIALS
1. EO Program Guide
2. Instructional Aids (Slides, PowerPoint, video, etc.)
Obtained by Judicial Watch, Inc. via FOIA
Attachment 1 (Scenarios)
Scenario: American with Disabilities Act (ADA)
A Hispanic male GS-4 is assigned to the Supply Squadron warehouse. He is usually quiet and
very reliable, but shows up late one morning in torn dirty clothes and begins to yell at his
coworkers. His erratic behaviors persist for a few days. Finally, his supervisor, a White male
GS-14, disciplines him. He informs the GS-4 that he must be neatly dressed and treat coworkers
courteously. The GS-4 explains that he has just been diagnosed as "clinically depressed" by his
doctor. The GS-4 provides the doctor's letter indicating the depression has made him stop taking
care of himself and causes him to lash out at others. The GS-4 asks for an accommodation based
on the Rehabilitation act. The GS-14 laughs and says, "Now I've heard everything." Later, after
a meeting with the Civilian Personnel Officer, the GS-14 accommodates the disability.
However, every day he jokes about the GS-4's disability with his coworkers.
QUESTION #1: If you were the GS-4, how might YOU feel about your supervisor's comment,
"Now I've heard everything?"
QUESTION #2: If you were the GS-4, how would you feel about your supervisor possibly
telling others about your disability?
QUESTION #3: As the GS-4, what course of action, if any, would YOU take to address this
situation? Explain your rationale.
Obtained by Judicial Watch, Inc. via FOIA
Scenario: Disparaging Remarks
A Muslim male supervisor periodically makes comments about females in the work place when
they are not around. Comments include, "I don't know why the Air Force allows women into
this field, all they do is end up pregnant, and then us guys end up doing all the work," "She must
be on the rag again because she's bitching," and "Women are only good for one thing." Last
week, the supervisor made the following statement about one of your female co-workers, "The
bitch is out to lunch."
QUESTION #1: As a third party, what are your roles and responsibilities in handling this
matter?
QUESTION #2: Could these comments be a violation of the AF EO policy or EEO statutes? If
so, name the protected category being violated.
QUESTION #3: What impact can this type of behavior have on members of the unit?
Obtained by Judicial Watch, Inc. via FOIA
Scenario: Religious Accommodation
A base exercise has just kicked off and all personnel in the unit are required to work 12-hour
shifts, including the weekend. TSgt Smith and Amn Jones had already been given permission to
attend church services Sunday morning by their supervisor, MSgt Ray. SSgt Larson, a Seventh
Day Adventist, was also told he could attend church services, but on Sunday rather than
Saturday. SSgt Larsen explains to MSgt Ray that he is a Seventh Day Adventist and worships on
Saturdays and not the traditional Sundays. MSgt Ray responds with, "Look, if I give you time
off on Saturday, then I'm going to have others in the unit making up a religion so they can have
time off. If you want time off to worship, you'll just have to go on Sunday like everyone else."
QUESTION #1: What is the policy for attending a religious service during an
exercise/deployment/TDY?
QUESTION #2: Was there an EO violation in this case? If so, how?
QUESTION #3: What impact could this have on the individual/unit?
QUESTION #4: What avenues can be taken to accommodate religious preferences?
Obtained by Judicial Watch, Inc. via FOIA
Scenario: Sexist Comments
A female was sitting at the snack bar eating her lunch when she overheard the conversation of a
group of people, sitting behind her. Their conversation was about waitresses with big breasts
and cut off tee-shirts at a particular restaurant. One voice sounded familiar when he blurted out,
"Yea! ! ! ! They were fine ! ! ! ! I would love to get into their pants ! That' s what all women should
do, wear cut-off tee-shirts and wait on me." As she turned around she noticed that the individual
was her supervisor. Immediately after lunch, she reported it to her NCOIC.
QUESTION #1: Was there an EO violation? If so, what was the violation?
QUESTION #2: What could be the impact of the behavior on the individual/unit?
QUESTION #3: Did the female do the right thing by reporting it to her NCOIC or should she
have minded her own business?
QUESTION #4: How would you have handled the situation?
Obtained by Judicial Watch, Inc. via FOIA
Scenario: Inappropriate Comment
A Black male GS-7 is assigned to the Communications Squadron. The GS-7's trainer, a SMSgt
Asian Pacific Islander female, periodically teaches him greetings in Tagalog (a common
language spoken by Filipinos). One day, while working with one of his peers who also speak
Tagalog, the GS-7 decides he wants to impress him with his new language skills. The GS-7
repeats the phrase he just learned and the peer begins to laugh at him. The GS-7 wonders why he
is laughing because he was told the phrase means, "How are you doing today?" The peer
informs the GS-7 the phrase really means, "I am a dark monkey." When the GS-7 later explains
to the SMSgt he feels humiliated, the SMSgt tells the GS-7 not to be so sensitive, it was only a
joke.
QUESTION #1: If you were the GS-7, how might you feel about the whole situation?
QUESTION #2: As the GS-7, should you address this situation to the next person in the chain of
command?
QUESTION #3: Should the SMSgt be held accountable for her actions since it was only a joke?
QUESTION #4: What type of backlash could the SMSgt' s behavior lead to if the situation is
ignored or trivialized?
Obtained by Judicial Watch, Inc. via FOIA
Scenario: Sexual Harassment
Last evening, a male Airman was working after duty hours to finish some paperwork. A female
MSgt, who is in his unit but not in his chain of command, stops by and sits on his desk beside
him as she chats. She has a very friendly and outgoing personality and is generally well liked in
the unit. She told him that he looks too serious and starts rubbing his shoulders and back. He
tells her he is a little uncomfortable with her touching him. She laughs it off, pats him on the
head, and leaves. Two days later the MSgt comes back to the Airman's office. This time she
stands behind him while he is working and starts rubbing the back of his head. He moves his
head away from her because he is uncomfortable. She laughs and tells him to loosen up. She
then states she is tired of going home to an empty apartment and invites him over for dinner.
The Airman is not sure what she means by the offer. He declines the invitation and tells her
again he is a little uncomfortable. She rubs the top of his hand, tells him it would be worth his
time, and offers him a rain check.
QUESTION #1: Could this situation be considered sexual harassment? Why or why not?
QUESTION #2: If so, what type of sexual harassment?
QUESTION #3: How would you respond in this situation?
Obtained by Judicial Watch, Inc. via FOIA
Scenario: Sexual Harassment
A civilian male supervisor calls his female military subordinate to his office to discuss her
annual evaluation. He explains she is right on the verge of a five, the highest rating possible. He
tells her she can ensure herself of a top rating if she closed the door to his office and "convinces
him she deserves a five evaluation."
QUESTION #1: Could this situation be considered sexual harassment? Why or why not?
QUESTION #2: If so, what type of sexual harassment?
QUESTION #3: How would you respond to this situation?
Obtained by Judicial Watch, Inc. via FOIA
Scenario: Sexual Harassment
Three NCO's are out at a local bar having some drinks. Their discussion quickly turns to the
new female Airmen in the shop. Sexual comments are made about her by 2 of the NCO's. The
third NCO is her supervisor and expresses that he is uneasy talking about her this way. The two
NCO's laugh it off and continue their conversation. The offended NCO tells them again the
conversation is inappropriate. One of the offending NCO's makes the comment, "Stop being
gay, it's not like we're at work." The Airmen's supervisor leaves.
QUESTION #1: Could this situation be considered sexual harassment?
QUESTION #2: If so, what type of sexual harassment?
QUESTION #3: How would you respond to this situation?
Obtained by Judicial Watch, Inc. via FOIA
Scenario: Sexual Harassment
A male Captain is at a local dance club. Five female Airmen that work in his unit walk in.
When he sees them he says, "Hello ladies, you look nice tonight." After a few more drinks he
approaches them again and tells them, "You girls look hot, your uniforms don't do your body
justice." After this comment the girls do not say anything but walk off. The Captain then spots
them on the dance floor. He tries to dance with them but they keep moving away. Finally they
walk away from him. When they do, the Captain slaps one of them on her backside.
QUESTION #1: Could this situation be considered sexual harassment? Why or why not?
QUESTION #2: If so, what type of sexual harassment?
QUESTION #3: How would you respond to this situation?
Obtained by Judicial Watch, Inc. via FOIA
Scenario: Sexual Harassment
Two females, a civilian and an Airman, are in the break room discussing the past weekend. The
civilian begins to tell the Airman about a guy she had met and "hooked up with." The civilian
goes into detail about the sexual encounter. Another female Airman in the break room overhears
the conversation and asks her to stop. The civilian tells her that she is having a private
conversation and if she doesn't want to hear it she can leave. The civilian continues her story in
sexually graphic detail.
QUESTION #1: Could this situation be considered sexual harassment? Why or why not?
QUESTION #2: If so, what type of sexual harassment?
QUESTION #3: How would you respond to this situation?
Obtained by Judicial Watch, Inc. via FOIA
Scenario: Religion
A SSgt notices a ring that his Airman subordinate is wearing. The ring is pewter with various
symbols and writing with a red stone on the top. The SSgt asks the Airman what the symbols
and writing mean. The Airman explains to the SSgt he and his girlfriend just got engaged, they
are both members of the Church of Satan, and that it is customary to give each other the rings.
The SSgt begins to make comments that the Airman drinks blood, kills babies, and sacrifices
animals and that he can't believe the AF would allow someone like him to wear the uniform.
The SSgt yells at the Airman telling him to get out of the office and not to come back until he
gets his head on straight.
QUESTION #1: Was there an EO violation? If so, what was the violation?
QUESTION #2: What should the Airman do to address the situation?
QUESTION #3: What should the SSgt have done to question the ring's meaning?
QUESTION #4: What type of impact could these types of comments have on the unit?
Obtained by Judicial Watch, Inc. via FOIA
Attachment 2
FIRST DUTY STATION COURSE CRITIQUE
Instructor: Date:
Your opinion is important to evaluate and develop curriculum. Please write the number in the box
provided that corresponds to your choice, according to the rating scale below. Provide any related
comments on the lines provided.
1
2
3
4
5
Strongly Disagree
Disagree
Neither
Agree
Strongly Agree
Agree/Disagree
1. This course provided me with a basic understanding of equal opportunity (EO) policies and guidance.
Comments:
This c(
3urse helped me understand the definitions of unlawful discrimination and sexual harassment.
Comments:
This C(
)urse helped me understand informal and formal civilian EO complaint processes.
Comments:
This c(
)urse helped me understand informal and formal military EO complaint processes.
Comments:
5. This course helped me understand the roles and responsibilities relating to EO issues.
Comments:
6. The scenarios/role plays/handouts helped reinforce my understanding of the learning objectives.
Comments:
7. The instructor demonstrated professionalism and the needed skills to facilitate this course.
Comments:
8. What is the MOST valuable information provided or your favorite part of this course? Why?
9. What is the LEAST valuable information provided or your least favorite part of this course? Why?
10. How can we improve the First Duty Station course? Please write comments below.
Obtained by Judicial Watcli, Inc. via FOIA
OPPORTUNITY
HUMAN RELATIONS EDUCATION
KEY PERSONNEL BRIEFING
J
Obtained by Judicial Watcli, Inc. via FOIA
Objective 1 of 4
Program overview, objectives,
scope and limitations
Objective 2 of 4
Recognize roles and
responsibilities
Objective 3 of 4
Recall EO Complaint Processes
Objective 4 of 4
Review unit trends
-J -J
Obtained by Judicial Watcli, Inc. via FOIA
Equal Opportunity
Main Point 1 of 4
Program overview, objectives, scope and limitations
■J
Obtained by Judicial Watcli, Inc. via FOIA
EO Staff Members
J Obtained by Judicial Watcli, Inc. via FOIA ^
Program Objective
To enhance mission effectiveness by assisting
commanders at all levels with Equal
Opportunity (EO) issues and through training
by providing Human Relations Education
(HRE).
Scope and Limitations
The EO Office will inform commanders of
problems that may adversely affect member s
behavior, health, duty performance, or mission.
Obtained by Judicial Watcli, Inc. via FOIA
Equal Opportunity
Main Point 2 of 4
Roles and Responsibilities
Obtained by Judicial Watcli, Inc. via FOIA
V Personnel
• Support/ enforce EO policy
• Inform members of their right to file EO complaints
• Investigate allegations of unlawful discrimination/ sexual harassment
• Brief alleged offenders (military) of any allegations against him/her
• Protect members who file complaints from reprisal
• Take appropriate corrective actions as necessary
• Accommodate religious practices that will not have an adverse impact
on readiness, unit cohesion, or standards of discipline
• Preserve service member's right of expression to maximum extent
possible regarding hate group activities
Obtained by Judicial Watcli, Inc. via FOIA
EO Office
Clarify military formal EO complaints
Conduct informal complaint processing for DoD civilian employees
Conduct EOT Incident clarifications
Perform Unit Climate Assessments
Serve as SME for IG investigative officers and/ or CDIs
Conduct human relations education
Maintain close liaison with on and off-base agencies
Obtained by Judicial Watcli, Inc. via FOIA
Equal Opportunity
Main Point 3 of 4
EO Complaints
■J
— - • • Obtain^ by Ju Jcial Watch, Inc. via FOIA
Military Complaints
Informal: Complainant chooses avenue for
resolution
• Resolve the complaint on his/her own
• Chain of Command
• Request intervention from a co-worker
• Use the Alternate Dispute Resolution
(ADR)
Formal: EO Office conducts clarification
• Interview witnesses/ alleged offender
• Gather data through records/ reports
• Preponderance of evidence standard
• Staff through JA
■J
Obtained by Judicial Watcli, Inc. via FOIA
Civilian Complaints
Informal: EO conducts limited fact
finding inquiry
• Attempts to resolve complaint
based on remedies
• ADR
Formal: Investigated by
Investigative Resolution Division
(IRD)
• The AF Civilian Appellate
Review Office (AFCARO)
determines if discrimination
occurred.
Obtained by Judicial Watcli, Inc. via FOIA
Equal Opportunity
Main Point 4 of 4
Unit and Installation Trends/ Concerns
Obtained by Judicial Watcli, Inc. via FOIA
Unit /Base Trends and Concerns
-J
Obtained by Judicial Watcli, Inc. via FOIA ^
Objective 1 of 4
Program overview,
objectives, scope and
limitations
Objective 2 of 4
Recognize roles and
responsibilities
Objective 3 of 4
Recall EO Complaint
Processes
Objective 4 of 4
Review unit trends
I
Obtained by Judicial Watcli, Inc. via FOIA
OPPORTUNITY
HUMAN RELATIONS EDUCATION
KEY PERSONNEL BRIEFING
J
Obtained by Judicial Watch, Inc. via FOIA
LESSON PLAN
PARTI
SYNOPSIS
Key Personnel Briefing
Version: 15 Apr 11
Obtained by Judicial Watch, Inc. via FOIA
Note: Instructor will personalize, but will not delete any content of the master lesson plan
INSTRUCTOR NAME:
EO DIRECTOR APPROVAL: DATE:
INSTRUCTIONAL METHOD:
One-on-One Discussion: 30 Minutes
LESSON EMPHASIS: This briefing should be presented by the EO Director or designee. The
purpose is to provide commanders, command chiefs, first sergeants, and other senior personnel
with information on the EO program, and roles and responsibilities. The briefing should leave a
lasting impression about the EO staffs professionalism and willingness to support the overall
unit/installation Human Relations Climate.
STRATEGY: This briefing provides the foundation for key personnel and serves as a refresher
on EO policies and procedures. The first main point highlights EO program objectives, scope
and limitations. The second main point defines responsibilities of key personnel and the EO
office. The third main point outlines avenues to address concerns of unlawful discrimination and
sexual harassment through discussion of the informal and formal complaint processes. The final
main point informs key personnel of unit, installation, and off- base trends. At the conclusion of
the briefing, key personnel will review and complete the KPB overview at attachment 1.
REQUIRED READING: None
REFERENCES:
1. AFPD 36-27, Equal Opportunity (EO) , 22 May 09
2. AFI 36-2706, Equal Opportunity Program Military and Civilian , 5 Oct 10
3. AFI 51-903, Dissident and Protest Activities , 1 Feb 98
4. DODD 1350.2, Department of Defense Military Equal Opportunity Program , 21 Nov 03
5. DODD 1440.1, Department of Defense Civilian Equal Employment Opportunity (EEO)
Program , 21 Nov 03
6. DODI 1300.17, Accommodation of Religious Practices Within the Military Services , 10 Feb
09
7. DODI 1325.6, Handling Dissident and Protest Activities Among Members of the Armed
Forces, 27 Nov 09
8. AF/MAJCOM/Installation Policy Letters
9. 29 CFR PART 1614, Federal Sector Equal Employment Opportunity
10. EEOC Management Directive, MD 110
STUDENT INSTRUCTIONAL MATERIAL:
KPB Outline (Attachment 1), Critique (Attachment 2), KPB Guide
AUDIOVISUAL AIDS AND EQUIPMENT:
Projection Screen, PowerPoint Slide Presentation, Computer
Obtained by Judicial Watch, Inc. via FOIA
LESSON SYLLABUS:
Cognitive Lesson Objective: Given a one-on-one discussion, key personnel will recognize that
awareness of and involvement in positive human relations is imperative to mission effectiveness.
Cognitive Samples of Behavior
LEVEL
1% ^TT' ACT T¥^ T7'
MEASURE
Time
Introduction
2Min
MP 1. Discuss EG program overview, objectives,
scope and limitations
K
C
SMin
MP II. Recognize roles and responsibilities
K
C
lOMin
MP III. Recall EG/EEG complaint processes
K
c
SMin
MP rV. Review unit trends
K
c
5Min
Conclusion
SMin
Total Time
30Min
Levels of Learning
K — Knowledge
Student Measurement
Critique
Obtained by Judicial Watch, Inc. via FOIA
LESSON PLAN
Part II
Lesson Development
INTRODUCTION
(Student Developed)
ATTENTION:
MOTIVATION:
OVERVIEW:
TRANSITION:
BODY
MP I: EO PROGRAM OVERVIEW LEVEL: K MEAS: C TIME: 5 Min
A. EO Office Staff
Instructor Note: Provide current office staff and office location
B. Program Objective
Express the following: The objective of the EO program is to enhance mission effectiveness by
assisting commanders at all levels with Equal Opportunity (EO) issues and through training by
providing Human Relations Education (HRE).
C. Scope and Limitations
Express the following: The EO Office will inform commanders of problems that may adversely
affect member's behavior, health, duty performance, or mission.
TRANSITION:
Obtained by Judicial Watch, Inc. via FOIA
MP II: RESPONSIBILITIES LEVEL: K MEAS: C TIME: 10 Min
A. Key Personnel
Instructor Note: Briefly discuss the following responsibilities
1 . Support and enforce EO policy.
2. Inform members of their right to file EO/EEO Informal or Formal Complaints with
the EO Office without fear of reprisal or retaliation and their right to anonymity (for
civilian complaints).
3. Ensure all personnel are free to present an EO/EEO Complaint or a Protected
Disclosure to the chain-of-command.
4. Investigate allegations of unlawful discrimination/sexual harassment promptly and
fairly. Provide the EO Director with a synopsis of the allegation(s), participant names
and demographics, and any corrective action(s) taken (Commander Worked Issues).
5. Brief/Counsel alleged offender of the allegations against him/her and the final
outcome, (military complaints)
6. Protect members who file an EO/EEO Complaint from reprisal or retaliation.
7. Take appropriate corrective/disciplinary actions to end unlawful discrimination and
sexual harassment.
8. Accommodate religious practices when accommodation will not have an adverse
impact on military readiness, unit cohesion, standards of discipline. (DODD 1300.17)
9. Preserve service member's right of expression to the maximum extent possible,
consistent with good order, discipline, and national security regarding participation in
hate group activities. (AFI 51-903)
Express the following: The installation commander/center director reviews all EO/EEO cases
on a monthly basis for consistent enforcement, timeliness, and reprisal prevention.
B. EO Office
Instructor Note: Briefly discuss the following responsibilities
1. Clarifies EO complaints for active duty, family members and retirees. Conduct
complaint processing for DOD civilians. Conduct EOT Incident Clarifications,
Alternate Dispute Resolution (ADR), Human Relations Education and Unit Climate
Assessments.
2. Maintains close liaison with on and off base agencies, establishments, advisory
councils, and special emphasis groups.
Obtained by Judicial Watch, Inc. via FOIA
3. Consults with IG investigative officers as Subject Matter Experts (SME) throughout
a GDI that has allegations of unlawful discrimination and sexual harassment.
4. Provides HRE on diversity, unlawful discrimination and sexual harassment for base
personnel.
5. Assists commanders in developing EG supplemental policy guidance letters for their
units.
6. Apprises unit commanders of unlawful discriminatory or sexual harassment incidents
when no complaint has been submitted while respecting civilians' right to anonymity.
TRANSITION:
MP III: EO COMPLAINTS LEVEL: K MEAS: C TIME:5Min
A. Military Complaints
Express the following: Members are encouraged to use the chain of command to identify and
correct unlawful discriminatory practices. This includes processing and resolving complaints of
unlawful discrimination and sexual harassment. The chain of command is responsible for
creating an environment free from unlawful discrimination and sexual harassment. Two options
are available:
1. Informal: The individual may resolve the complaint on his/her own, request
intervention from a co-worker, use the chain of command, or use the Alternate
Dispute Resolution (ADR). ADR (Facilitation) may be used to facilitate
communications between the disputants and may lead to the early resolution of
informal cases.
2. Formal: Complaint is filed and addressed by the EO office. The complainant has 60
days from the time the alleged behavior occurred to file a formal complaint. The
complainant must provide extenuating circumstances if they exceed this timeframe.
The EO office conducts a complaint clarification to determine whether a formal EO
complaint is supported by a preponderance of the credible evidence. The complaint
clarification process includes interviewing or taking statements from persons
(complainant, witnesses, and alleged offender) who may have information relevant to
the complaint and gathering data from records or reports. ADR (Facilitation) may
used to facilitate communications between the disputants and may lead to the early
resolution of formal cases.
B. Civilian Complaints
Express the following: A federal employee or applicant who believes that s/he has been
discriminated against on the basis of race, color, religion, sex, national origin, age (40 years or
older), disability (mental or physical), genetic information, or who believes that s/he has been
subjected to harassment (sexual or non sexual) or retaliated against for opposing discrimination
or for participating in the complaint process. These individuals can file an informal complaint of
Obtained by Judicial Watch, Inc. via FOIA
discrimination. The aggrieved must contact an EO Counselor within 45 calendar days from the
alleged incident or when they became aware of the discrimination. (29 CFR 1614.105) This
allows the EO Counselor to try and resolve the complaint at the lowest possible level.
1. Informal: EO attempts to resolve complaint at the lowest level. The EO Specialist is a
neutral party and is not an advocate to the complainant or to management. Attempts
at resolution include the use of ADR, based on complainant remedies. The EO
Counselor has 30 days to complete the informal process unless the complainant
extends the time.
2. If the EO Specialist cannot resolve the complaint at the informal stage, the
complainant (aggrieved) has the right to file a formal complaint. The complaint must
be filed in writing within 15 calendar days of the Notice of Right to File.
3. The complaint will be investigated by Investigative Resolution Division (IRD). The
IRD investigates Equal Employment Opportunity (EEO) discrimination complaints
for Department of Defense (DoD) agencies. They are conducted at the request of the
agency after an EEO complaint has been accepted for investigation by the agency.
The Air Force Civilian Appellate Review Office (AFCARO) will make a
determination of whether or not discrimination has occurred if the complainant has
not requested a hearing. The formal EEO complaint process up to this point can take
up 180 days. Both the agency and the complainant have appeal rights on the decision
and ultimately the complainant can file in U.S. District Court.
Reemphasize the following: In order for the complaint to be processed at the formal stage, the
initial contact must be within 45 calendar days of the date of the matter alleged to be
discriminatory or, in the case of a personnel action, within 45 calendar days of the effective date
or when s/he becomes aware of the personnel action. The 45-day time limit may be extended for
reasons outlined in 29 C.F.R. Section 1614.105(a). To be deemed as initiating contact, the
aggrieved person must state a basis (one of the Title VII categories) of his/her claim and an
action must have occurred. For example, if there is a proposed action - Proposed letter of
counseling issued to the aggrieved but no action has been taken, then the complaint may be
dismissed based on an action that has not occurred, unless the action is part of a pattern of
continuing harassment.
Express the following: Formal Complaint processing takes 1-5 years. Therefore, ADR is
strongly encouraged by the Air Force. It is always the goal of the EO office to restore the work
environment to mission readiness. This is beneficial to all parties.
TRANSITION:
MP IV: UNIT AND INSTALLATION LEVEL: K MEAS: C TIME: 5 Min
TRENDS/CONCERNS
Obtained by Judicial Watch, Inc. via FOIA
Instructor Note: Provide unit and/or local complaint trend data (military and civilian) and
most recent UCA data/information^ Out & About information^ EOTI information if
applicable.
Instructor Note: Provide local off -base trends i.e. hate group activity , off-limits areas
TRANSITION:
CONCLUSION
(Instructor Developed)
SUMMARY:
RE-MOTIVATION:
CLOSURE:
Obtained by Judicial Watch, Inc. via FOIA
LESSON PLAN
PART III
EVALUATION
1. Critique
Obtained by Judicial Watch, Inc. via FOIA
LESSON PLAN
PART IV
RELATED MATERIALS
1. Instructional Aids (Slides, PowerPoint, video, etc.)
2. KPB Outline
Obtained by Judicial Watch, Inc. via FOIA
Attachment 1
KPB OUTLINE
EO PROGRAM OVERVIEW
- Staff members
- Improve mission effectiveness
- Inform commanders/center directors of problems affecting member's behavior, health, duty
performance, or mission.
RESPONSIBILITIES
Commanders
- Supports and enforces EO policy
- Informs unit members of their right to file EO complaints without fear of reprisal.
- Informs unit members, through briefings and EO supplemental policy guidance that the Air Force will
not tolerate unlawful discrimination and sexual harassment.
- Informs unit members that commanders and supervisors will take appropriate disciplinary and corrective
action when unlawful discrimination or sexual harassment occurs.
- Ensures every effort is made to protect the complainant's identity when a formal EO complaint (military
or civilian) is filed with the EO office.
- Ensures the alleged offender is briefed on the outcome of the Military EO case when the case is closed
and advises the alleged offender of their right to appeal the outcome in this case. Notifies the EO
office of the date the member was briefed.
- Investigates allegations of unlawful discrimination or sexual harassment when the complainant has
elected not to file an unlawful discrimination complaint with the EO office (commander worked issue)
- Will not investigate allegations of unlawful discrimination or sexual harassment when the
complainant has filed a formal Military EO complaint with the EO office. Will investigate Civilian EO
sexual harassment complaints lAW 10 U.S.C. 1561.
- Provides the EO office with a written memorandum regarding substantiated or unsubstantiated issues
when handled within the unit, including CDIs
- Ensures rating officials evaluate compliance with EO directives and document repeated or serious
violations lAW AFI 36-2406
- Ensures membership in groups espousing supremacist causes or advocating unlawful discrimination or
sexual harassment is considered when evaluating and assigning members
- Accomplishes UCAs every two years or upon request (including special requests made by the IC/Center
Director)
EO Office
- Processes informal and formal MEO/EEO complaints
- Maintain close liaison with on/off base agencies i.e. IG, SFS, special emphasis groups
- Serves as subject matter expert of IG investigations involving unlawful discrimination or sexual
harassment
- Assists commanders in developing EO policy letters
- Apprises commanders of unlawful discrimination/sexual harassment when no complaint has been filed
EO COMPLAINTS
- Formal and Informal (Military)
- Pre-complaint and Formal (Civilian)
- Timelines
UNIT AND INSTALLATION TRENDS/CONCERNS
- Unit complaint trends
Obtained by Judicial Watch, Inc. via FOIA
Unit UCA data
Installation/off -base trends
Printed Name/Rank SSN Date
Signature EO Director or Designatee
Organization/Office Symbol Date Assumed Position
This document contains Personal Data, which shall be safeguard pursuant to the Privacy Act of 1974. This information will only be released to
authorize personnel with "Need to Know, "for Official Use Only, stored in a secure area when not in use, and destroyed by shredding when
obsolete or no longer needed.
PERSONAL DATA
Privacy Act of 1974
(5 U.S.C. 552a)
Obtained by Judicial Watch, Inc. via FOIA
KEY PERSONNEL BRIEFING CRITIQUE
Instructor: Date:
Your opinion is important to help us evaluate and develop curriculum. Please write the number in the box
provided that corresponds to your choice, according to the rating scale below.
1
2
3
4
5
strongly Disagree
Disagree
Neither
Agree/Disagree
Agree
Strongly Agree
1. This course provided me with a basic understanding of equal opportunity (EO) program objectives.
Comments:
2. This course helped me understand the scope and limitations of the EO program.
Comments:
3. This course helped me recall and understand the informal & formal civilian EO complaint processes.
Comments:
4. This course helped me recall and understand the informal & formal military EO complaint processes.
Comments:
5. This course helped me understand my roles & responsibilities related to the EO program.
Comments:
6. The briefer demonstrated professionalism and the needed skills to facilitate this course.
Comments:
7. What is the MOST valuable information provided or your favorite part of this briefing? Why?
8. What is the LEAST valuable information provided or your least favorite part of this briefing? Why?
9. How can we improve the Key Personnel Briefing? Please write comments below.
Live Music
Archive
Librivox
Free Audio
Metropolitan Museum
Cleveland
Museum of Art
Internet
Arcade
Console Living Room
Open Library
American
Libraries
TV News
Understanding
9/11